A Integração da Inteligência Artificial às Práticas Docentes: evidências da educação 5.0

Arthur Marques de Oliveira; Érico Marcelo Hoff do Amaral

doi:10.22169/revint.v21.e26do306

Authors

Arthur Marques de Oliveira Universidade Federal do Rio Grande do Sul - UFRGS https://orcid.org/0000-0001-9755-4277
Érico Marcelo Hoff do Amaral Universidade Federal do Pampa - UNIPAMPA https://orcid.org/0000-0003-3032-878X

DOI:

https://doi.org/10.22169/revint.v21.e26do306

Keywords:

Education, Teacher Education, Artificial intelligence

Abstract

This article analyzes the adoption of Artificial Intelligence by basic education teachers within the context of Education 5.0, highlighting teaching experience as a factor explaining the frequency and purposes of use. Using a quantitative, descriptive, and comparative approach, it examines responses from 156 teachers from different school systems and regions of Brazil. The results indicate that novice teachers use AI more frequently and in a more exploratory way, while more experienced teachers tend toward an instrumental and irregular use, mainly focused on pedagogical planning. These differences are interpreted in light of teaching habitus and institutional and training conditions, highlighting challenges in continuing education for critical, ethical, and pedagogically meaningful uses.

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Author Biographies

Arthur Marques de Oliveira, Universidade Federal do Rio Grande do Sul - UFRGS

Professor in the Technology programs at Centro Universitário CESUCA. Ph.D. candidate in Informatics in Education (PPGIE) and in Language Studies (PPGLET), both at the Federal University of Rio Grande do Sul (UFRGS). Holds a Master’s degree in Language Studies from PPGLET/UFRGS, funded by the National Council for Scientific and Technological Development (CNPq). Holds a Bachelor’s degree in Information Systems Management from Centro Universitário Uniftec (2020). Research interests include Artificial Intelligence (AI), artificial co-intelligence, Sociolinguistics, Queer Linguistics, teacher education, Educational Technologies, Distance Education, and the development of Digital Educational Materials (DEMs). Engages in transdisciplinary research that investigates the construction of identities, genders, subjects, and linguistic practices, articulating technology, innovation, education, and diversity.

Érico Marcelo Hoff do Amaral, Universidade Federal do Pampa - UNIPAMPA

Prof. Érico Amaral holds a Bachelor's degree in Computer Science from the Federal University of Santa Maria (UFSM), a Master's degree in Production Engineering from the same institution, with a dissertation focused on Information Security and Incident Management, and a Ph.D. from the Graduate Program in Informatics in Education at the Federal University of Rio Grande do Sul (UFRGS). He is currently a professor in the Computer Engineering program at the Federal University of Pampa (UNIPAMPA), a faculty member of the Graduate Program in Applied Computing (PPGCAP/UNIPAMPA), and an advisor to the Center for Distance Education (NEaD/UNIPAMPA). He is a member of the UniHacker Research Group (Hacker University.Club), GIMM (Medical Informatics and Microelectronics Group), GIE (Study Group on Informatics in Education), and the Research Group on Language Teaching and Learning: A Quantitative Approach. His research focuses on Cybersecurity, Information Security Management, IT Management, Network Management and Support, Cloud Computing Infrastructure, Virtual Learning Laboratories, Immersive Environments, Information Technology Applied to Health, and Quantitative Approaches to Linguistic Analysis. He has experience in Cybersecurity, Computer Networks, Information Security Management, Operating Systems, Software Engineering, Computer Architecture, IT Governance, Informatics in Education, Medical Informatics, and Applications of Artificial Intelligence in Education, and he is currently the General Director of the Bagé Innovation Ecosystem (ECOBAH).

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