De la vigilancia al juicio crítico en la evaluación universitaria frente a la IA generativa
Palabras clave:
Inteligencia artificial, Evaluación, EducaciónResumen
En este ensayo de análisis conceptual, basado en la revisión crítica de literatura reciente y de marcos emergentes de diseño de evaluación, examinamos los desafíos y oportunidades que la inteligencia artificial generativa (GenAI) plantea para la evaluación universitaria. El objetivo es responder a la pregunta de si la evaluación debe reforzar modelos centrados en la vigilancia y la detección, o bien transitar hacia enfoques orientados al juicio crítico, la transparencia y la responsabilidad en la interacción humano–máquina. Se sostiene que las estrategias centradas en vigilancia y detección son insuficientes y contraproducentes, pues debilitan la confianza, la autonomía y la justicia cognitiva. Con base en la evidencia disponible, se propone desplazar el foco de los productos finales hacia los procesos de aprendizaje, valorando la trazabilidad, la procedencia y el juicio crítico. Asimismo, se analizan las brechas tecnológicas, las tensiones entre integridad académica, justicia cognitiva y preparación profesional, así como los riesgos asociados a la dependencia de plataformas corporativas. Finalmente, se argumenta que la universidad pública latinoamericana puede convertir la GenAI en un recurso pedagógico equitativo y humanista, reafirmando su misión de democratizar el conocimiento y formar ciudadanía crítica.
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