Inteligência artificial (IA) enquanto ferramenta crítica no ensino médio: um estudo de caso

Abstract

The contemporary symbiosis between education and digital technologies is gaining ground as a new field for investigation, given its irrevocable presence today in various pedagogical spaces. Among other functions, the use of DICT (Digital Information and Communication Technologies) stands out as tools for the pedagogical process of knowledge construction, a current source of discussions motivated by the emergence of AIgen (Generative Artificial Intelligence) and its use in teaching and learning by students. Thus, this research aimed to analyze the interactions between high school students and the generative artificial intelligence chatbot Chat GPT, performing teacher-mediated pedagogical dynamics in high school Biology classes. The aim was to identify the mobilization of critical thinking based on critical pedagogical theories, especially Paulo Freire, and anchored in the competencies postulated in the National Common Curricular Base (BNCC). The research is a social research study conducted through a case study, with a qualitative approach, using content analysis, according to Bardin (2016). For the analysis, the discursive productions of ten groups of students were documented, grouped by themes, and examined in light of two analytical categories: BNCC competencies 1, 2, and 5 (such as knowledge, critical and scientific thinking, and critical use of technology) and premises of critical pedagogy (such as epistemological curiosity, problematization of reality, and critical thinking regarding science and technology). The results showed that, although there is partial mobilization of critical thinking competencies, the quality of interaction depends directly on the teacher's critical pedagogical mediation in the classroom. The research concludes that AI, when used in a planned, mediated, and dialogical manner, has potential as a tool for critical thinking, thus reiterating the indispensable presence of the teacher in theknowledge construction process.