INTELIGÊNCIA ARTIFICIAL NA FORMAÇÃO DOCENTE: DESAFIOS, POSSIBILIDADES E CAPACITAÇÃO PARA A EDUCAÇÃO BÁSICA

Abstract

This research investigates the integration of Artificial Intelligence (AI) in teacher training to propose a program that prepares basic education teachers for the challenges and opportunities of generative AI tools. The methodology combines a literature review and field study, aiming to answer the question: what contributions can a pedagogical workshop on generative AI bring to the pedagogical practices of basic education teachers? The theoretical foundation is based on studies of AI inclusion in education, machine learning, and its educational applications. The research is structured into three chapters. The first chapter reviews literature on AI in teacher training, revealing that tools like ChatGPT are reshaping teaching and learning. Although AI training is still in its early stages in Brazil, literature suggests possibilities for adapting theoretical and practical concepts to various contexts and teacher experience levels. The second chapter presents a field study exploring the challenges and possibilities identified by teachers at IFTM Paracatu regarding the pedagogical use of generative AI tools. The results highlight the potential of these tools to facilitate information access, assist in content creation, and personalize teaching, while also raising concerns about cognitive skill loss, technological dependence, and the need for guidance in the responsible use of AI. The third chapter develops and implements a workshop on generative AI integration, conducted during the pedagogical week at IFTM Paracatu. This workshop included theoretical introduction, ethical reflection on AI use in education, and practical activities. Conducted with 45 teachers from various fields, the workshop highlighted tools like MagicSchool, which provides educational resources specifically for basic education. This training enabled teachers to gain a deeper understanding of the potential of generative AI, equipping them to integrate these tools into their pedagogical practices effectively and ethically, thereby fostering new competencies within the school context. This research, supported by literature and the development of a formative educational product for teachers, offers a significant contribution despite focusing on a segment that represents only a fraction of teachers in Brazil. It supports continuous professional development and promotes digital literacy in AI in an interdisciplinary way, offering a viable path for developing competencies aligned with contemporary demands.