Between Algorithms and Resumes: The Resume in Dispute in the Age of Generative Artificial Intelligence

This article analyzes the tensions between the instrumental use and critical pedagogical appropriation of generative artificial intelligence (GAI) in higher education, considering its curricular and institutional implications.It starts from the assumption that the incorporation of GAI into pedagogical practices is not restricted to individual decisions by teachers, but is conditioned by institutional policies, models of educational innovation, and conceptions of curriculum.The research adopts a mixed methodological approach, combining quantitative data from an institutional survey conducted at Senac São Paulo with qualitative analysis of in-depth interviews with higher education teachers.The analysis revealed four central axes: purposes attributed to IAGen, impacts on authorship and evaluation, student engagement, and conceptions of technology.The results indicate the coexistence of technological instrumentalization practices and experiences guided by critical pedagogical mediation, revealing contradictions between technical innovation and curricular intentionality.It is concluded that the critical appropriation of IAGen requires explicit institutional policies, continuous teacher training, and curricular integration guided by ethical-political principles.