BETWEEN SUPPORT AND DEPENDENCE: THE INFLUENCE OF GENERATIVE ARTIFICIAL INTELLIGENCE ON COGNITIVE DEVELOPMENT
Abstract
The advancement of generative artificial intelligence and large language models (LLMs) has transformed the educational environment, particularly in higher education, by providing elaborated responses immediately and on demand. This study aims to analyze how the use of generative AI as a primary source of answers affects the development of critical thinking and the intellectual autonomy of university students. This is a qualitative, exploratory study conducted through an integrative bibliographic review of databases such as SciELO, CAPES Portal, Google Scholar, Scopus, and PubMed. The theoretical framework draws on Vygotsky's socio-historical theory, Freire's pedagogy of autonomy, Hardwig's social epistemology, and Lévy's sociology of intellectual technologies, contrasted with recent international empirical literature. The findings indicate that, when used without critical pedagogical mediation, generative AI tends to function as a cognitive substitute, fostering cognitive offloading and uncritical epistemic dependence. Experimental studies demonstrate reduced cognitive engagement and neural connectivity among frequent LLM users. It is concluded that the incorporation of these tools into educational practices requires critical literacy and intentional mediation, so that technology enhances, rather than replaces, students' intellectual development.
Author Biographies
Student at Fatec Guaratinguetá.
Estudante da Fatec Guaratinguetá.
Student at Fatec Guaratinguetá.
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