Inteligência artificial na Educação Básica: letramento digital docente, impactos cognitivos e desafios éticos

Abstract

This study aimed to analyze, through a bibliographic review, the perceptions of basic education teachers regarding the use of artificial intelligence in the school context. In the contemporary scenario, the advancement of digital technologies, especially generative artificial intelligence, has brought significant transformations to educational processes, while also raising ethical, cognitive, and pedagogical challenges. This is a qualitative, exploratory, and descriptive study based on the analysis of academic literature on artificial intelligence and education. The results indicate that, although AI presents potential to support pedagogical practices, its integration into the school environment is still marked by limitations related to teachers' digital literacy, insufficient training for pedagogical use, and concerns about authorship, ethics, and students’ intellectual autonomy. Thus, the need to strengthen pedagogical mediation and promote the critical and responsible use of artificial intelligence in basic education is highlighted, especially within the context of public schools.