Educação digital para IA

um currículo real, possível e necessário

Authors

  • Helena Andrade Mendonça FFLCH USP
  • João Reynaldo Pires Júnior FFLCH USP

DOI:

https://doi.org/10.47677/gluks.v25i02.533

Keywords:

educação digital, multiletramentos, letramentos digitais, inteligência artificial, modalidades didáticas

Abstract

This article addresses the growing need to prepare students and educators to interact critically with current digital systems and Artificial Intelligence (AI). It discusses essential AI concepts, differentiating Predictive AI, based on machine learning for predictions and classifications, from Generative AI, focused on generating new content. The text reports practical experimentation activities with students and teachers of basic education, using visual tools for training and programming machines based on data generated by users. These experiences demonstrated how it is possible to demystify the functioning of AI, promoting the understanding of its basic principles, the critical evaluation of tools, the detection of biases and the understanding of its capabilities and limitations. The article argues that the opacity of algorithms raises significant ethical and social issues. Based on discussions about didactic and organizational modalities for teaching reading and writing, it proposes the integration of AI into the school curriculum through approaches that foster technological appropriation, encouraging users to transform the meaning and use of technology by approaching digital resources throughout basic education. It is concluded that investing in education that demystifies AI and encourages technological appropriation is fundamental for a transparent, ethical and human-centered digital future, empowering individuals for more critical, authorial and meaningful interactions.

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Author Biographies

Helena Andrade Mendonça, FFLCH USP

HELENA ANDRADE MENDONÇA holds a PhD and a Master’s degree in English Linguistic and Literary Studies from USP (University of São Paulo) and a bachelor’s degree in Electronic Engineering from Mackenzie University, with specializations in Psychopedagogy and in Didactic-Pedagogical Processes for Online Courses. She served as an assistant professor at the University of Illinois (USA) in a partnership project with USP, joining a research group on cyber-social learning. She is a researcher in the Linguistic Education, Virtuality and Sustainability Research Group (CNPq/UNICAMP) and in UAI – Understanding Artificial Intelligence (IEA-USP). Dr. Mendonça collaborates as a specialist in groups for the development of public policies in digital education with institutions such as HP Futures, Alana, and Unicef. Active in digital education since the 1990s, she is currently responsible for coordinating educational technologies at Bioma Educação and for teacher development initiatives at the Escola da Vila Training Center.

João Reynaldo Pires Júnior, FFLCH USP

João Reynaldo Pires Junior is a PhD candidate in Literature at the DLM of the University of São Paulo and has a Master's degree in Applied Linguistics from IEL-UNICAMP (2016), where he defended his dissertation on literacy and games, under the guidance of Professor Daniela Palma, analyzing the narrative of the game The Legend of Zelda: Ocarina of Time. He also holds a Bachelor's Degree in Literature - Portuguese from the Pontifical Catholic University of São Paulo (2008). At the same university, he completed a training course, through university extension, on how to create and manage a distance learning course through EaD na Prática: Planejamento, Legislação e Implementação (EaD in Practice: Planning, Legislation and Implementation) (2011). He completed his training to work as a tutor at the Federal University of ABC (2015) and was a face-to-face tutor, instructional designer and member of the pedagogical coordination of the improvement course Gender and Diversity in Schools, a partnership between the Federal University of ABC, the City of São Paulo and the Ministry of Education. He has worked as an educator in formal and informal education since 2003. He has also worked as an author, critical reader, editor, and organizer of printed and digital teaching materials, as well as curator of digital content focused on education since 2013. He was an educator and conducted dialogued visits at the Museu Casa Mário Andrade, the residence where the poet lived from 1921 to 1945. In the first semester of 2019, he produced the content for the Technology and Education discipline for the postgraduate course in school management by Editora Senac and is the author of teaching materials for Languages ​​and Portuguese for F2 and EM approved by the PNLD. From 2018 to 2020, he was a Portuguese teacher and Scientific Initiation advisor at Colégio Elvira Brandão. Since 2019, he has worked in the educational technology sector at Escola da Vila, coordinating it since 2022, in São Paulo.

References

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Published

2025-09-22

How to Cite

Mendonça, H. A., & Pires Júnior, J. R. (2025). Educação digital para IA: um currículo real, possível e necessário. Gláuks - Revista De Letras E Artes, 25(02), 143–165. https://doi.org/10.47677/gluks.v25i02.533

Issue

Vol. 25 No. 02 (2025): Estudos Linguísticos

Section

Articles

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Copyright (c) 2025 Gláuks - Revista de Letras e Artes

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