Inteligência artificial e formação docente: tensões, possibilidades e desafios

Abstract

This undergraduate thesis, developed within the Pedagogy course at the Federal University of Goiás, investigates the integration of Artificial Intelligence in teacher training, identifying tensions, possibilities, and challenges present in this process. The central focus is to analyze how Artificial Intelligence can be incorporated into the initial and continuing education of educators, examining the pedagogical, ethical, and practical implications of this integration. The methodology adopted is a qualitative approach, combining bibliographic research with documentary research and data analysis. The bibliographic research included a systematic review of the literature on the subject, and the documentary research focused on the analysis of two official documents from 2025: the Brazilian Artificial Intelligence Plan and Complementary Law No. 205. The collected data were subjected to content analysis, allowing the identification of thematic categories and the establishment of relationships between the empirical findings and the theoretical framework. Among the main contributions, the study highlights the ystematization of contemporary challenges such as inadequate infrastructure, resistance to change, gaps in digital literacy, and ethical issues related to privacy and algorithmic biases. Simultaneously, it reveals promising possibilities, including personalized teaching, optimization and automation, and the development and use of technology-linked methodologies, tools, and strategies, such as intelligent tutoring systems and gamification. The study stands out for its pioneering articulation of recently released official documents with academic productions in the field, broadening the understanding of current guidelines on this topic in the Brazilian context. It concludes that the incorporation of AI in teaching is an unavoidable reality that must be conducted responsibly and critically. Contemporary educators need to develop technological skills without losing sight of the relational, ethical, and social dimensions inherent in the educational act. The research shows that it is necessary to reformulate curricula, invest in infrastructure, and promote reflective spaces that prepare professionals capable of using AI while maintaining a focus on human relationships