INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO PÚBLICA BRASILEIRA: DESAFIOS A PROMOÇÃO DA EQUIDADE

Glauciane Corrêa Tavares Alvim; Alessandro Messias Moreira; Luiz Carlos Vieira Guedes

doi:10.36674/mythos.v18i1.1059

Authors

Glauciane Corrêa Tavares Alvim University Center of Southern Minas - UNISMG https://orcid.org/0009-0000-8315-8927
Alessandro Messias Moreira Centro Universitário do Sul de Minas Unis https://orcid.org/0000-0001-8120-6219
Luiz Carlos Vieira Guedes University Center of Southern Minas - UNISMG https://orcid.org/0000-0002-8066-627X

DOI:

https://doi.org/10.36674/mythos.v18i1.1059

Keywords:

Social justice, Ethical governance, Critical digital literacy, Cultural recognition, Algorithmic surveillance

Abstract

This work aimed to analyze the potential and challenges of Artificial Intelligence (AI) in Brazilian public education in light of educational equity, seeking to understand how technology can promote a more inclusive and democratic education. The justification lies in the urgency of assessing whether the emergence of AI, in a context of profound structural inequality, will widen disparities or whether, on the contrary, it can guide the development of public policies for an ethical and responsible use that values ??the teacher. The methodology consisted of a critical and theoretical review of a qualitative nature, focused on three axes: equity and social justice, the role of AI, and the Brazilian panorama, connecting the potential of AI for the redistribution of opportunities to the risks of undermining knowledge. The conclusion points out that AI is simultaneously a promise and a risk, because, although it offers personalization and teacher support, the scenario of insufficient infrastructure and training in Brazil requires an ethical, human, and critical approach so that AI becomes a vector of social justice and not exclusion, prioritizing Human Centrality and serving the most vulnerable communities.

Author Biographies

Glauciane Corrêa Tavares Alvim, University Center of Southern Minas - UNISMG

Master's student in Management and Regional Development at the Southern Minas Gerais University Center - UNiS – MG. CAPES scholarship recipient. Graduated in Economics. Worked as a teaching assistant in psychology courses, in the preparation of the book organization project: Discussions in psychology: academic reflections in the context of training, currently developing qualitative and quantitative research in public schools in the municipality of Varginha as part of her master's project "Challenges and potentialities of artificial intelligence in public education: a study with teachers of the final years of basic education in Varginha, MG".

Alessandro Messias Moreira, Centro Universitário do Sul de Minas Unis

Bachelor’s degree in Psychology from the University of Alfenas—UNIFENAS (1996), Bachelor’s degree in Education from the University Center of Southern Minas—UNIS MG (2019), Master’s degree in Human Development: Social Policies and Practices from the University of Taubaté (UNITAU) (2012), and a Ph.D. in Education from the Methodist University of Piracicaba (UNIMEP) (2016). He is an undergraduate and graduate professor in the Master’s Program in Regional Management and Development (GDR) at UNIS MG. Coordinator of the Master’s Program in Management and Regional Development (MGDR) and Professor in the Master’s and Undergraduate programs at UNIS MG.

Luiz Carlos Vieira Guedes, University Center of Southern Minas - UNISMG

Ph.D. in Education. Master’s degree in Biotechnology. Postgraduate studies in Business Management, Teaching in Higher Education via Distance Learning, Chemistry, Active Teaching Methods, Organizational Psychology, and an MBA in Business Pedagogy and People Management with an emphasis on Strategies. Bachelor’s degrees in Industrial Chemical Engineering, Pedagogy, Management Processes, and Business Administration. President of the Southern Minas Teaching and Research Foundation (FEPESMIG). Professor in the engineering and master’s programs at the Unis Group.

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