Inteligência artificial generativa e o trabalho pedagógico-didático na rede municipal de ensino de Senador Canedo

Abstract

This research investigates Generative Artificial Intelligence (GenAI) and its relationships with pedagogical-didactic work, focusing on teachers in the municipal education network of Senador Canedo. Thus, the following research problem is formulated: What are the possibilities and limitations of Generative AI in pedagogical-didactic work to promote integrated education in the municipal education network of Senador Canedo? The objective is to understand the possibilities and limitations of Generative Artificial Intelligence (GenAI) in relation to pedagogical-didactic work for integrated education in the municipal education network of Senador Canedo. The dissertation is linked to the research line “Educational Practices in Professional and Technological Education (EPT)” of the Graduate Program in Professional and Technological Education – ProfEPT, of the Federal Institute of Goiás – IFG. The advancement of digital technologies in the educational environment includes the increasing use of Artificial Intelligence, a result of the historical-social construction of humanity. The research highlights the influence of neoliberal ideological discourses that contribute to the precarization of teaching work and deepen social and educational inequalities characteristic of the capitalist world. Methodologically, the research is of an applied nature, with a quali-quantitative approach; exploratory, regarding the objectives, and bibliographic and field research, regarding the procedures. The method used was Dialectical Historical Materialism. The data collection instruments for this research are a questionnaire and a semi-structured interview. The research is based on the Dialectical Historical Materialism method, investigating social relations, the forms of capital production, and the conflicts between classes. The theoretical framework includes authors such as Araújo (2014, 2022, 2023, 2024), Feenberg (2003), Peixoto (2009, 2012, 2015, 2022), Peixoto and Araújo (2014), Vieira Pinto (2005), Vicari (2018), Bismarck (2020), Russel and Norvig (2013), Kurzweil (1990), and Santaella (2023). Regarding pedagogical- didactic work and integrated education, the study relies on Saviani (2007, 2011), Ciavatta (2005), Marx (1980, 2013), and Moura, Lima Filho and Silva (2015). The dissertation is structured in five sections: section 1 AI and GenAI; section 2 Pedagogical-Didactic Work and Integrated Education in the Age of GenAI; section 3 Research Methodology and Educational Product; section 4 Presentation and Discussion of Research Results; and section 5 Some Considerations. As an educational product, the course “Artificial Intelligence and Pedagogical-didactic Work” is presented, available in a MOOC (Massive Open Online Course) environment, which addresses the relationships between GenAI and pedagogical work. The research results highlighted the possibilities of the ethical and critical use of Generative Artificial Intelligence in the educational environment. Furthermore, it emphasizes the need for continuous teacher training, including the expansion of knowledge about the possibilities, limitations, and challenges of this technology in education.