Between algorithms and affections in the Amazon
experiences with relational and artificial intelligence in guiding Undergraduate Thesis
DOI:
https://doi.org/10.25767/se.v34i1.41966Palavras-chave:
Academic supervision, relational intelligence, artificial intelligence, higher education, mathematical modelingResumo
This article explores the interplay between relational intelligence and artificial intelligence in higher education, drawing on the supervision of two undergraduate theses completed in 2024 at Amazonas State University. The studies focused on fuzzy optimal control of the pink river dolphin (Inia geoffrensis ) population and numerical modeling of thermal stratification in Lake Tefé – both complex projects rooted in the Amazonian context and requiring advanced mathematical and computational skills. Despite their technical demands, the success of these endeavors hinged on relational practices such as active listening, trust, progressive autonomy, and dialogue. Building on these experiences, the article discusses how artificial and relational intelligence can be integrated to foster innovative, human-centered pedagogy in technical-scientific fields.
Referências
Bond, M., Khosravi, H., De Laat, M. et al. A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. Int J Educ Technol High Educ 21, 4 (2024). https://doi.org/10.1186/s41239-023-00436-z
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Dubois, D., & Prade, H. (1998). Soft computing, fuzzy logic, and artificial intelligence. Soft Computing, 2(1), 7-11. https://doi.org/10.1007/s005000050025
Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733-768). SAGE Publications.
Freire, P. (1996). Pedagogy of the oppressed (M. B. Ramos, Trans.). Penguin Books. (Original work published 1970)
Goleman, D. (1995). Emotional intelligence: Why it matters more than IQ. Bantam Books.
Guo, W., Wang, J., Li, N. et al. The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience. Sci Rep 15, 3670 (2025). https://doi.org/10.1038/s41598-025-88187-x
Herajy, M., Liu, F., & Heiner, M. (2024). Design patterns for the construction of computational biological models. Briefings in Bioinformatics, 25(4), bbae318.https://doi.org/10.1093/bib/bbae318
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Maturana, H. (1990). Emociones y lenguaje en educación y política. Paidós.
Nabi, G., Walmsley, A., Mir, M., & Osman, S. (2024). The impact of mentoring in higher education on student career development: a systematic review and research agenda. Studies in Higher Education, 50(4), 739–755. https://doi.org/10.1080/03075079.2024.2354894
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE Publications.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Tracy, S. J. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851. https://doi.org/10.1177/1077800410383121
Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Harvard University Press.
Zawacki-Richter, O., Marín, V.I., Bond, M. et al. Systematic review of research on artificial intelligence applications in higher education – where are the educators?. Int J Educ Technol High Educ 16, 39 (2019). https://doi.org/10.1186/s41239-019-0171-0
Zembylas, M. (2021). The affective turn in educational theory. In Oxford research encyclopedia of education. https://doi.org/10.1093/acrefore/9780190264093.013.1272
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2025 Marcos Salvatierra
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
A revista reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vista a manter o padrão culto da língua, respeitando, porém, o estilo dos autores.
As opiniões emitidas pelos autores dos artigos são da sua exclusiva responsabilidade.
Os autores conservam os direitos de autor e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution (BY-NC-SA 4.0) que permite a partilha do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
A submissão de artigos a esta revista não contempla qualquer pagamento.
Autores têm permissão e são estimulados a publicar e distribuir o seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), já que isso pode aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
Os nomes e endereços fornecidos nesta revista serão usados exclusivamente para os serviços prestados por esta publicação, não sendo disponibilizados para outras finalidades ou a terceiros.
Legislação aplicável: Política de Proteção de Dados
