Learning Ecologies and Artificial Intelligence: challenges and reconfigurations in teacher education in Higher Education
Article Sidebar
Main Article Content
Abstract
This article analyzes how the incorporation of Artificial Intelligence has been expanding and reshaping Learning Ecologies in the context of Higher Education. Of a theoretical-reflective nature, the study is grounded in frameworks from Digital Culture, Learning Ecologies, and Artificial Intelligence in education, articulated with empirical evidence derived from two interinstitutional qualitative studies conducted in Brazil. The findings indicate that, while Digital Technologies had already been reconfiguring pedagogical practices, Artificial Intelligence introduces more complex forms of mediation by acting in the production, organization, and recommendation of content. It is argued that this process shifts tensions historically associated with technological innovation toward ethical, social, and epistemological dimensions, requiring a repositioning of teachers as critical mediators. The study concludes that contemporary challenges go beyond technological adoption, involving the development of critical, ethical, and socially engaged pedagogical practices within expanded Learning Ecologies.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
BARRON, B. Interest and self-sustained learning as catalysts of development: a learning ecology perspective. Human Development, v. 49, n. 4, p. 193-224, 2006. Disponível em: https://doi.org/10.1159/000094368. Acesso em: 12 mar. 2026.
BARRON, B. Learning ecologies for technological fluency: gender and experience differences. Journal of Educational Computing Research, v. 31, n. 1, p. 1-36, 2004. Disponível em: http://doi:10.2190/1N20-VV12-4RB5-33VA. Acesso em: 12 mar. 2026.
BICALHO, R. N. de M. Desenvolvimento e inovação do Self: práticas docentes mediadas pelas TIC no marco da nova ecologia de aprendizagem. 2022. Tese (Doutorado em Psicologia do Desenvolvimento e Escolar) - Universidade de Brasília, Brasília, 2022.
Disponível em: https://repositorio.unb.br/handle/10482/43961. Acesso em 12 jul. 2026.
BRASIL. Ministério da Educação. Portaria nº 2.664, de 6 de março de 2026. Institui a Política de Integridade na Atividade Científica do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). Diário Oficial da União: seção 1, Brasília, DF, 11 mar. 2026a.
BRASIL. Ministério da Educação. Referencial para desenvolvimento e uso responsáveis de inteligência artificial na educação. Brasília, DF: MEC, 2026b.
COLL, Cesar. Personalizing school learning, a requirement of the new learning ecology. In: COLL, C. (Coord.). Personalización del aprendizaje. Barcelona: Editorial Graó, 2018a.
COLL, C. Learning processes that generate learning with personal value and strategies for personalizing school learning. In: COLL, C. (Coord.). Personalización del aprendizaje. Barcelona: Editorial Graó, 2018b.
COLL, C. La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación. In: RODRÍGUEZ, I. J. L. (Org.). Aprendizaje y educación en la sociedad digital. Universidade de Barcelona, 2013a. p. 156-170. Disponível em: http://doi:10.1344/106.000002060. Acesso em: 12 mar. 2026.
COLL, C. El currículo escolar en el marco de la nueva ecología del aprendizaje. Aula de Innovación Educativa, n. 219, p. 31-36, 2013b.
COPE, B.; KALANTZIS, M.; SEARSMITH, D. Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, Vol. 53, 2020. Disponível em: https://doi.org/10.1080/00131857.2020.1728732. Acesso em: 12 mar. 2026.
CROMPTON, H.; BURKE, D. The educational affordances and challenges of ChatGPT: State of the field. TechTrends, v. 68, n. 2, p. 380-392, 2024. Disponível em: http://doi:10.1007/s11528-024-00939-0. Acesso em: 12 mar. 2026.
FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. São
Paulo: Paz e Terra, 1996.
FLORIDI, L. A ética da Inteligência Artificial: princípios, desafios e oportunidades. Tradução de Juliana Vermelho Martins. Curitiba: PUCPRESS, 2024.
GERE, C. Culture Digital. Secon Edition, 2008.
HINE, C. Virtual Ethnography. London: Sage, 2000.
LAVE, J.; WENGER, E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.
LEE, S. S.; MOORE, R. L. Harnessing Generative AI (GenAI) for Automated Feedback in Higher Education: A Systematic Review. Online Learning, v. 28, n. 3, 2024. Disponível em: https://doi.org/10.24059/olj.v28i3.4593. Acesso em: 12 mar. 2026.
LÉVY, P. As tecnologias da inteligência: o futuro do pensamento na era da informática. Rio de Janeiro: Editora 34, 1993.
KASNECI, E. et al. ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, v. 103, p. 1-13, 2023. Disponível em: http://doi:10.1016/j.lindif.2023.102274. Acesso em: 12 mar. 2026.
MAIESKI, A. Tecnologias Digitais e Educação Superior: elementos estruturantes para a constituição de Ecologias de Aprendizagem. 2024. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Cuiabá, 2024. Disponível em: https://ri.ufmt.br/handle/1/6449. Acesso em 12 jul. 2026.
MAIESKI, A.; ALONSO, K. M. Ecologias de Aprendizagem: evideciando entendimentos e análises. In: LIMA, D. da C. B. P. L.; ALONSO, K. M. (Org). A educação a distância e as tecnologias digitais: aprendizagens, (re)começos e possibilidades. Cuiabá-MT: EdUFMT Digital, 1.ed. (Coleção Educação a Distância – Volume 17), p. 175-187, 2023.
MCGRATH, C.; FARAZOULI, A.; CERRATTO-PARGMAN, T. Generative AI chatbots in higher education: a review of an emerging research area. Higher Education, v. 89, p. 1533-1549, 2025. Disponível em: https://doi.org/10.1007/s10734-024-01288-w. Acesso em: 12 mar. 2026.
MEDEIROS, J. L. de. Inteligência Artificial na formação de professores: desafios éticos, pedagógicos e culturais na era digital. In: Open science research XXI / Editora Científica Digital (Org.). Barueri-SP: Científica Digital, 2025.
NETO, V. A. S. Formação Docente em Risco: Como a EaD e a IA Reconfiguram a Educação na Lógica do Capital. Revista Ciência do trabalho, n. 28, nov. 2025.
NOBLE, S. U. Algorithms of oppression: how search engines reinforce racism. New York: New York University Press, 2018.
SANTAELLA, L. Comunicação ubíqua: repercussões na cultura e na educação. São Paulo: Paulus, 2013.
UNESCO. Guia para a IA generativa na educação e na pesquisa. Paris: UNESCO, 2023. Disponível em: https://www.unesco.org/pt/articles/guia-para-ia-generativa-na-educacao-e-na-pesquisa. Acesso 12 mar. 2026.
VIGOTSKI, L. S. A formação social da mente. 4. ed. Trad. José Cipolla Neto, Luís Silveira Menna Barreto e Solange Castro Afeche. São Paulo: Martins Fontes, 1991.
WILLIAMSON, Ben. Big data in education: the digital future of learning, policy and practice. London: Sage Publications, 2017.
XIA, Q.; WENG, X.; OUYANG, F.; LIN, T. J.; CHIU, T. K. F. A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education, v. 21, n. 40, 2024. Disponível em: https://doi.org/10.1186/s41239-024-00468-z. Acesso em: 12 mar. 2026.