A compreensão de professores da educação básica sobre a inteligência artificial na educação

Abstract

The present study aimed to analyze the understanding of High School teachers regarding the insertion of Artificial Intelligence (AI) and, particularly, Generative AI (GAI), in the educational context. The study is justified by the growing influence of social media in shaping teacher opinion and the urgency to understand how educators are reacting to the integration of this technology into their practices. A qualitative research approach was adopted, using Netnography (KOZINETS, 2014) for data collection from the opinions expressed by teachers on social media. The analysis corpus was subjected to Content Analysis (BARDIN, 2011), classifying the discourse valence into three categories: Potentially Positive (A), Potentially Negative (B), and Free/Neutral Classification (C). The analysis of the 122 coded discourse segments revealed that optimism (45.90%) is not the predominant tone. The sum of the discourses of caution (Neutral: 18.85%) and criticism (Negative: 35.25%) totaled 54.10% of the segments, demonstrating that resistance and skepticism prevail over unrestricted acceptance. The main focuses of the negative discourse were concentrated on the threat to students' intellectual autonomy, the risk of plagiarism, and the crisis imposed on traditional evaluation methods. It is concluded that the teaching community recognizes the potential of AI for optimization and personalization of teaching but demands ethical and critical implementation. The result points to the urgency of continuous training programs that address ethical and methodological challenges, promoting AI as a tool for developing critical thinking, rather than its annulment.