This Sunday (15th) School Day is celebrated, a commemorative date that this year is directly associated with the debate on the use of AI (Artificial Intelligence) in the classroom.
This is because the CNE (National Education Council) commission scheduled the vote for next Monday (16) on the opinion that establishes the rules for the use of AI (artificial intelligence) in basic education schools and Brazilian universities.
The document is the result of a year and a half debate that involved the MEC (Ministry of Education), UNESCO and sector experts.
The current version of the text has undergone recent adjustments requested by the MEC itself and, after approval by the commission, it must still undergo public consultation, a vote in the council plenary and, finally, approval by the Minister of Education.
Human supervision and limits of AI in the school environment
According to the report, the integration of artificial intelligence in the school environment must be strictly oriented towards educational purposes and always under the supervision of education professionals.
Given this argument, the text is emphatic in prohibiting fully automated pedagogical action, ensuring that technology only acts as a support.
A practical example of this limitation appears in student assessment: AI can help correct objective tests, but qualitative analysis and the final decision on grades remain the exclusive responsibility of the teacher. Furthermore, the use of automated tools to correct essay or formative assessments is expressly prohibited.
Curricular integration and the role of teaching
The proposal envisages that AI be incorporated into teaching in a transversal and interdisciplinary way, covering everything from basic education to higher education. One of the pillars of the document is teacher training, with a special focus on .
The objective is for future teachers to develop technical and critical skills, being prepared to deal with ethical foundations, educational data analysis and technological mediation in hybrid and digital environments. Thus, AI stops being just an external tool and becomes an integral part of the teaching and learning process, under the critical eye of .
Artificial Intelligence in schools: an expert view on the topic
According to education specialist, Claudia Costin, the implementation of AI (Artificial Intelligence) brings with it a dualism between risks and possibilities.
For her, although the risk of replacing jobs does not directly change the way of teaching, it requires fundamental care. The main one, explains Claudia, is to ensure that the human being in the school environment is not replaced by automated systems. “When observing countries with excellent educational systems, we noticed that the response to this scenario has been to focus teaching on collaborative resolution of complex problems, creativity and critical and systemic thinking. The objective is a school that teaches thinking, and not just accumulating content.”
This change involves education focused on values, attitudes and youth protagonism, guidelines worked on in .
According to Claudia, the focus is on socio-emotional skills that machines do not have, such as empathy, persistence, resilience and openness to new things. “Pedagogically, this implies encouraging writing, using tests with open questions and essays, practices that still need more space, especially in elementary school.”
Pedagogical Possibilities and the Role of the Teacher
On the other hand, AI offers interesting opportunities, especially to support teaching work. According to the TALIS survey, 54% of Brazilian basic education teachers already use AI. With adequate training offered by education networks, this use tends to become more qualified.
The integration of artificial intelligence in Brazilian classrooms is already a reality that transforms everyday teaching. In this context, new digital tools have consolidated themselves as strategic allies on three main fronts: planning, evaluation and personalization of teaching.
“In support of teaching, technology allows teachers to integrate state curricula with the guidelines of the BNCC (National Common Curricular Base) with greater agility, making it easier to create personalized lesson plans as a team”, he states.
In the area of languages, for example, the highlight is the assisted correction of essays. The objective is not to automate the grade, but to generate detailed feedback on structure and argumentation, serving as a practical guide for the student to understand their flaws and improve their performance. Furthermore, adaptive platforms now complement the physical teaching material, respecting the individual pace of each student.
Beyond the “prompt”: ethical commitment
However, technological implementation brings with it a pedagogical responsibility. “It’s not just about teaching how to create commands or ‘prompts’, but about encouraging an ethical, safe and critical use of technology”, he states.
And complete. “By prioritizing digital citizenship, the school prepares young people not only for a technologically advanced job market, but for a conscious and responsible role in society.”
