Resumo

Writing contributes to human development in various aspects such as communication skills, idea organization, contextual understanding, and cognitive abilities (Marcuschi, 2008; Aquino & Silva Junior, 2012). Generative Artificial Intelligence (GAI) technologies like ChatGPT are increasingly used in academic writing, automating tasks such as summarization, citation formatting, and grammatical correction. However, GAI should not replace creativity and critical thinking in writing.

The purpose of this article is to analyze the relationship between academic writing and generative artificial intelligence, taking into account the perceptions of potential users of language models like ChatGPT, in order to explore the benefits and challenges of its use in academic writing.

The evolution of machine learning algorithms and the availability of large datasets have enabled significant advancements in AI, especially in areas such as natural language processing and image recognition (Aggarwall & Kumar, 2018). An example of this evolution is ChatGPT, which is a language model developed by OpenAI that uses advanced machine learning techniques to generate text in natural language very close to human language (Boa Sorte et al., 2021). Generative AI can improve the efficiency and accuracy of various processes, such as decision making, task automation, and data analysis.

The operationalization of the research took place through the use of strategies to collect and interpret information using different conceptions about the respondents' perceptions about the use of ChatGPT in academic writing, based on the method used by Pereira, Ribeiro, Reis and Santos (2022). In the data collection phase, two techniques were used, developed successively. The first consisted of a narrative literature review with a systematic search in the scientific databases. The literature search was followed by a data collection stage through asynchronous interviews.

The results reveal varied perceptions regarding the utilization of GAI in academic writing. It can be inferred that artificial intelligence has the potential to be beneficial in this process by enhancing text production and improving writing quality. Nevertheless, there is apprehension that excessive reliance on this technology may impede creativity and originality in academic writing.

The use of generative AI, especially ChatGPT, can be an ally in this process. In order to delve deeper into the analysis of issues related to the use of this language model in academic writing, we sought to consider the perceptions of potential ChatGPT users in order to explore the benefits and challenges of its use in writing in the academic field, understanding how generative AI can affect scientific production in this knowledge-building process and how the academic community can properly take advantage of this new new reality.

Aggarwall, J. & Kumar, S. (2018). A survey on Artificial Intelligence. International Journal of Research in Engineering, Science and Management, Vol. 1 (12), pp. 244 - 245. Boa Sorte, P., Farias, M. A. F., Santos, A. L., Santos, J. C. A. & Dias, J. S. S. R. (2021). Inteligência artificial e escrita acadêmica: o que nos reserva o algoritmo GPT-3? Rev. EntreLínguas, vol. 7, pp. 1 – 22. DOI: https://doi.org/10.29051/el.v7i1.15352. ChatGPT Generative Pre-trained Transformer, & Zhavoronkov, A. (2022).