Inteligência artificial em disputa: percepções éticas e tensões pedagógicas na formação inicial de professores do ensino secundário
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A integração da inteligência artificial (IA) em contextos educacionais transformou a dinâmica do ensino e da aprendizagem, gerando novas oportunidades, e tensões éticas, pedagógicas e institucionais. Nesse cenário, a formação de professores constitui um espaço estratégico. O objetivo deste estudo é analisar as posições, incertezas e formas como os futuros professores se envolvem com essas tecnologias emergentes. A metodologia é de natureza quantitativa, por meio de um questionário aplicado antes e depois do período de estágio a 68 estudantes do Mestrado para a Formação de Professores do Ensino Secundário Obrigatório e do Bacharelado, na especialidade de Matemática. Os resultados mostram uma relação ambivalente com a IA reconhecendo seu potencial pedagógico, mas também expressando preocupações sobre seu uso indevido por parte dos alunos de ensino médio, a falta de diretrizes institucionais e os dilemas éticos associados à sua implementação. O estudo conclui que a integração da IA na educação requer formação crítica e espaços para a reflexão ética e pedagógica.
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