A INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO BÁSICA: UMA ANÁLISE BIBLIOGRÁFICA SOBRE TRABALHO DOCENTE E PRECARIZAÇÃO

Vollständiger Abstract

Worum geht es in dieser Arbeit?

Artificial Intelligence (AI) has been incorporated into daily life across various aspects, also reconfiguring human productive activity, such as teaching. This study analyzes the reconfiguration of teaching work in light of Artificial Intelligence in K-12 education, focusing on the limits and impacts on pedagogical practice. This basic research, employing a qualitative approach and an exploratory scope, was conducted through a literature review of scientific articles published in 2024 and 2025, selected from the Google Scholar database. The results demonstrate that AI is understood in an ambiguous manner: while some studies highlight its pedagogical potential, such as personalized instruction and support for innovative practices, others warn against risks such as dehumanization, surveillance, and the intensification of teaching work. This divide between optimistic and critical approaches underscores the complexity of the debate. It was found that the lack of public policies, ethical regulation, and ongoing professional development tends to exacerbate the precarization of working conditions and technological dependence.