Author Information
Luís Rogério da Silva, Universidade de São Paulo, BrazilEliane Gonçalves, Pontifícia Universidade Católica de São Paulo, Brazil
Abstract
With the increasing presence of Generative AI in professional and educational environments, this research examines the ability to distinguish between human and AI mediation in higher education, analyzing epistemological, emotional, and pedagogical impacts. Through the lens of reflexive modernity, it explores challenges to knowledge reliability, self-continuity, and emotional responsibilities displaced by simulated empathy. It also examines the erosion of epistemic trust due to plausible but imprecise AI-generated content, affecting critical knowledge construction and academic discourse. This study assesses whether the normalization of AI in pedagogical mediation fosters uncritical acceptance of its interlocutions, aligning with the “colonization of the future,” where algorithmic predictions shape behaviors in opaque ways, challenging authorship, accountability, and academic integrity. Empirical research analyzed a discussion forum in a distance learning Portuguese Language course, comparing student interactions with human and AI mediators (ChatGPT-3.5). A textual corpus was evaluated by 13 human mediators based on relevance, empathy, and clarity, alongside an Adapted Reverse Turing test where AI assessed authorship. This exploratory study, using Likert-scale and open-ended questionnaires, provides insights into the ethical and pedagogical implications of AI in higher education. By addressing risks and opportunities, the findings contribute to strategies for preserving epistemic trust, fostering human-centered education, and ensuring AI enhances rather than replaces critical thinking, student engagement, and inclusive pedagogy.
Paper Information
Conference: ECE2025Stream: Higher education
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Silva L., & Gonçalves E. (2025) The Discursive Normalization of AI in Pedagogical Mediation and the Risks of Uncritical Acceptance of Its Interlocutions ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 591-599) https://doi.org/10.22492/issn.2188-1162.2025.47
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.47
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