Regulação da inteligência artificial no Brasil: fundamentos políticos e pedagógicos para um uso ético na educação.

Abstract

This research is affiliated with the Research Line “Educational Theories and Pedagogical Practices” of the Graduate Program in Education at the Federal Institute of Education, Science and Technology of Goiás. The general objective of this study is to understand the political and educational foundations of proposals for the regulation of Artificial Intelligence in Brazil, with a focus on their legal guidelines for ethical and responsible use in education. To address this issue, the following specific objectives were established: (I) To identify the political and pedagogical determinations that underpin these proposals; and (II) To analyze the challenges and implications that the regulation of Artificial Intelligence poses for human formation within the context of Brazilian education.The guiding research question is: How are the political and educational foundations of proposals for the regulation of Artificial Intelligence in Brazil constituted in their legal guidelines for ethical and responsible use in education? The study is grounded in Historical-Dialectical Materialism and the Critical Theory of Technology as its theoretical framework, assuming that technology is not neutral, but rather a social production that expresses class interests and may operate both in the reproduction and in the overcoming of forms of domination.The methodology adopted was documentary analysis, encompassing national and international regulatory frameworks, such as the General Data Protection Law (Brazil, 2018), the Artificial Intelligence Regulation Bill No. 2,338/2023 (Brazil, 2023), the Brazilian Artificial Intelligence Plan 2024–2028 (Brazil, 2025), and Complementary Law No. 205/2025 (Goiás, 2025). Dialogues with epistemic authors such as Silveira (2021), Zuboff (2019), Feenberg (2013), Araújo (2025), Marx (2013), Frigotto (2009), among others, made it possible to understand that the research findings indicate the regulation of Artificial Intelligence in education as a field of historical and social disputes. On the one hand, pressures from capital become evident, tending to instrumentalize technology as a mechanism of control, surveillance, and the deepening of data colonialism; on the other hand, possibilities emerge for the critical appropriation of Artificial Intelligence, capable of challenging these contradictions toward a democratic, humanizing, and socially grounded education.