IA Generativa e Práticas Docentes: Experiências com o ChatGPT em Escolas de Educação Básica de Uberlândia-MG (2024–2026)

Abstract

The present dissertation, linked to the Research Line Work, Society, and Education of the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), investigates the impacts of Generative Artificial Intelligence, specifically ChatGPT, on teaching work in Basic Education in Uberlândia-MG, during the period from 2024 to 2025. Grounded in historical-dialectical materialism, the research starts from the premise that technology is not neutral, but a productive force shaped by the contradictions of capital. The general objective was to analyze how the advancement of these technologies reconfigures pedagogical practice, questioning whether they promote greater precarization or creative free time. Specifically, the study aimed to: discuss the dialectical relationship between work and technology under the critique of political economy; highlight the paradoxes of technological innovation which under the discourse of modernization, intensify exploitation and alienation, significantly affecting the work of female teachers; and analyze the materiality of the subsumption of living labor to dead labor in daily school life. The methodology, qualitative in nature and based on Oral History, involved the analysis of testimonies from four teachers from public and private networks. The theoretical framework mobilized authors such as Marx, Braverman, Mészáros, Saviani, Previtali, among others. The results confirmed the hypothesis that AI acts as an instrument of control, standardization, and auto-intensification of work, generating illness and the capture of subjectivity. It is concluded that the insertion of AI deepens the real subsumption of intellectual work to capitalist logic, emptying the formative content of teaching and requiring a rigorous critique of the instrumental rationality that permeates contemporary education.