Concepções de inteligência artificial nos cursos de licenciatura do Instituto Federal de Goiás - Campus Goiânia: uma perspectiva discente

Abstract

The initial training of teachers in Brazil is a field shaped by dimensions such as public policies, educational legislation, social demands, curriculum design, and pedagogical practices. It functions as a space for reflection and transformation, where pedagogical knowledge is articulated with social and cultural contexts. In the current landscape, Resolution CNE/CP No. 4/2024, which regulates initial teacher education, prioritizes a curriculum model centered on the standardization of content rather than on critical and contextualized training. Aligned with the National Common Curriculum Base (BNCC), it reflects a technicist perspective that reduces teaching practice to instrumental methodologies (ANPEd, 2024). Regarding digital technologies, especially artificial intelligence (AI), recent regulations provide no specific guidelines for their use, revealing a governmental gap. Given this scenario, this study aims to understand the AI conceptions of undergraduate teacher-education students at the Federal Institute of Goiás, Goiânia campus, in order to contribute to the development of institutional proposals. The programs included in the research are the licentiate degrees in Physics, History, Portuguese Language, Mathematics, and Music.