Perspectivas da inserção da inteligência artificial na educação básica

Abstract

This research seeks to answer the following research problem: what are the perspectives, pedagogical implications, and ethical and structural challenges resulting from the insertion of Artificial Intelligence in Brazilian Basic Education? The hypothesis guiding this investigation is that the insertion of Artificial Intelligence in Basic Education, although promising, faces chronic structural and pedagogical challenges, and its effectiveness requires pedagogical mediation that goes beyond the merely instrumental use of the tool. This research critically analyzes the presence of Artificial Intelligence (AI) in Brazilian basic education through a bibliographic and document review. Normative documents were considered, such as the LDB, the BNCC, the CNE Resolutions, and the Brazilian Artificial Intelligence Plan (PBIA), as well as academic productions published between 2019 and 2025. The analysis, based on Bardin (1977), organized three discussion axes: AI as an object of teaching, as an object of study, and as a pedagogical tool. The results indicate that AI has been consolidated in official documents and academic productions, revealing possibilities for curricular innovation, but also straining issues related to digital exclusion, ethics, and the critical training of teachers. It is concluded that the integration of AI in schools requires not only technological infrastructure but, above all, pedagogical mediation that ensures its conscious and critical use.