A inteligência artificial na educação básica: desafios e oportunidades para professores no uso de ferramentas automatizadas

Abstract

The advancement of Artificial Intelligence (AI) has brought significant transformations across various fields, including education. In this context, this study aims to analyze the perceptions and experiences of high school teachers regarding the use of AI-based automated tools in pedagogical practice. This research is characterized as an applied study with a mixed-methods approach and a case study design. Data were collected through a semi-structured questionnaire administered in four schools in the municipality of Pedro II, Piauí, Brazil. The results indicate that a large proportion of teachers have already had contact with AI tools, using them mainly for content creation and lesson planning. Among the reported benefits are time savings, personalized teaching, and access to new pedagogical resources. However, relevant challenges were also identified, including inadequate infrastructure, lack of continuing professional development, and uncertainty regarding the pedagogical use of these technologies. The findings show that artificial intelligence has the potential to support teachers' work; however, its adoption still depends on investments in infrastructure, professional training, and institutional policies that promote the ethical and pedagogical use of these tools in basic education.