A inteligência artificial como prática mediadora para o ensino e aprendizagem na educação

Abstract

The research is about the insertion of Artificial Intelligence techniques in education. More precisely, it discusses the use of intelligent tutoring systems to promote personalized teaching and learning. Although social transformations, even in different periods, have been entering the daily life of society and changing its habits, the technological mutation, incorporated in virtualization and connectivity, permeates this cultural space and challenges the traditional model of the teaching and learning binomial. Change can be fundamental when it is possible to recognize a social need and, in this perspective, the general objective of to identify the characteristics that have the use of artificial intelligence techniques as a mediating practice for teaching and learning. To fulfill the main objective, we chose to build a bibliographic research of an exploratory qualitative nature, based on the main scientific authors such as Bittencourt (1998), BNCC (2018); Crochik (1998); Dowbor (2009); Freire (2015); Kuramoto (2009); Lemos (2009); Levy (1999); Lévy (2001); Palaces (2009); Simões (2009); Turing (1950) and Vicari (2018). The results of this investigation showed that the contemporary subject is already experiencing technological change, which signals the importance of intelligent tutoring systems to enter school spaces in order to follow everyday trends. Similarly, it is possible to develop student skills and abilities through the use of resources derived from AI techniques to offer contemporary teaching and learning. [resumo fornecido pelo autor]