INTELIGÊNCIA ARTIFICIAL NO ENSINO DE GEOMETRIA EM NÍVEL FUNDAMENTAL DA EDUCAÇÃO BÁSICA: contribuições e perspectivas

Abstract

Teaching needs to adapt to technologies that have made students learn in a more active and meaningful way to develop skills and abilities. Artificial Intelligence (AI), in turn, despite not being a recent area of study, has been helping man to improve his quality of life, his learning and his status quo for some time. In the educational context, the possibilities, effects and ethical motivations of applying AI in teaching are topics that have been gaining ground in debates in the area of educational technology around the world. The present work is guided by the following research question: How does digital technology, developed with Artificial Intelligence (AI), contribute to the teaching of spatial geometry, in the early and final years of elementary school, in a municipal public school? The main objective of the research is to identify possibilities and contributions in the teaching process of spatial geometry in elementary school, through the development and application of an educational product, specifically, an educational game articulated to AI. It is justified by the thematic mix of the current use of technologies in teaching. Therefore, the research followed a quali-quantitative approach, with action-research characteristics, with the application of classes and observation of pedagogical practice. The research has as its locus a municipal public elementary school in the North of Brazil. The sample consisted of two early and two final year teachers from that school. Data analysis was carried out based on the fundamental aspects that the teacher's role in facilitating learning is significant according to the ausubelian perspective. The results made it possible to understand that there are no more excuses for not adapting and adapting to technological trends in education such as AI. It was also possible to understand that the game presented as necessary conditions for a meaningful learning due to its significant potential to arouse the interest and motivation of the student, being still a useful resource to assist the teacher in the process of facilitating knowledge under construction through visual contents that relate to the student's daily life.