Banca de DEFESA: ELLEN LUDMILLE SANTOS DE MORAIS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELLEN LUDMILLE SANTOS DE MORAIS
DATE: 27/08/2025
TIME: 09:00
LOCAL: Auditório do CCET
TITLE:

ARTIFICIAL INTELLIGENCE AS A SOCIO-SCIENTIFIC ISSUE: A FORMATIVE EXPERIENCE WITH BASIC EDUCATION TEACHERS

KEY WORDS:

Socioscientific issues, Artificial intelligence, teacher training.

PAGES: 129
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

Since the 1970s, science education curricula have included teaching proposals related to the field of Science, Technology, and Society (STS), emphasizing the importance of understanding the relationships between these elements and their social and environmental implications. Associated with this field of study, the Socioscientific Issues (SSI) approach has emerged, involving the inclusion of controversial topics in science education and encouraging students to take a critical stance on the interactions among the elements of this triad. Within this framework, the main objective of this research was to investigate the potential and limitations of the use of chat-type artificial intelligence and its implications or applications in basic education. This is justified by the need for reflections on how technology can impact knowledge construction and the development of competencies such as critical thinking, problem-solving, and digital literacy—especially concerning ethical and social issues—while proposing a reflection on the ethical and moral direction of education in a world increasingly dominated by AI, and considering the role of teachers in this context. To deepen these reflections, this study carried out an intervention in the form of a Continuing Teacher Education program during the Pedagogical Week of a basic education school in Natal, Brazil. The research has a qualitative nature and adopts a case study methodological design, using as data collection instruments an initial questionnaire, a semi-structured interview, and participant observation. The technique used for data analysis was Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2016). The analysis resulted in three categories: Conceptual understanding and innovation in education with AI; Pedagogical practices and teacher adherence to the use of AI; and Ethical implications, risks, and tensions in the use of AI. The results indicate that the understanding and use of this technology in the context of basic education constitute a complex process, marked by its ambiguous nature. AI emerges simultaneously as a tool for pedagogical innovation and as a catalyst for ethical tensions and educational challenges.

COMMITTEE MEMBERS:
Presidente - 1630751 - JOSIVANIA MARISA DANTAS
Externa à Instituição - PATRICIA FERNADES LOOTENS MACHADO - UnB
Externo à Instituição - WILSON ELMER NASCIMENTO - UFTM