A INSERÇÃO DA INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO: ANÁLISE CRÍTICA À LUZ DE STEPHEN BALL

Abstract

The advancement of Artificial Intelligence (AI) has brought about transformations in different sectors of society, including education. In this context, it becomes relevant to understand how this theme has been incorporated into the training processes of teachers. In the context of Professional and Technological Education (EPT), the discussion about emerging technologies presents challenges related to critical training and the development of innovative pedagogical practices. Given this scenario, the study problematizes how Artificial Intelligence has been incorporated into the curricular documents of teacher training courses and what formative meanings are attributed to this insertion. Thus, this research critically analyzes the presence and treatment of Artificial Intelligence in the curricular documents of undergraduate and graduate courses in Education and in Professional and Technological Education. The research adopts a qualitative, documentary approach, based on the analysis of Course Pedagogical Projects, curricular matrices, syllabi, and institutional documents of undergraduate and graduate courses that mention AI as a formative component. The theoretical and methodological framework is based on the public policy cycle approach proposed by Stephen Ball and colleagues, with an emphasis on the context of political text production and the understanding of the curriculum as a social and discursive practice, permeated by disputes, silences, and power relations. The results indicate that the presence of AI in teacher training is fragmented and localized, frequently associated with short courses or isolated subjects, reinforcing an instrumental perspective of technology. It is also observed that more structured initiatives, although offered by public institutions, are often available in a paid format, creating tension in principles of equity and social justice associated with vocational and technological education. It is concluded that a mismatch persists between the discourse of educational policies that celebrate technological innovation and its materialization in curricula, highlighting the need for a more critical and transversal approach to AI in teacher training.