Artificial Intelligence in Education
the urgency of critical formation
DOI:
https://doi.org/10.21680/1981-1802.2025v63n77ID41035Keywords:
Artificial intelligence, Education, Critical training, State of the knowledgeAbstract
This article presents reflections derived from research on artificial intelligence in educational contexts. Its objective is to analyze the perceptions of education graduate students and faculty members regarding the integration of artificial intelligence into the educational process, considering discussions on digital culture and digital inclusion. Grounded in a state-of-the-knowledge approach, the study begins with a literature review addressing the research theme. Methodologically, it adopts a qualitative approach, using focus groups as the strategy for data generation and collection. Data are analyzed through discursive textual analysis. The results highlight not only the potential of generative artificial intelligence, particularly in terms of personalized learning and the development of critical thinking, but also raise concerns about ethical awareness, intellectual property, and equity regarding the use of and access to this technology.
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