TEACHER MEDIATION IN THE PEDAGOGICAL USE OF ARTIFICIAL INTELLIGENCE IN SCHOOLS

Abstract

Dynamics permeating daily school life have highlighted profound rearrangements in how teachers interpret their role in the face of Artificial Intelligence, especially when digital systems begin to interfere in decisions that previously depended exclusively on human judgment. This change generates friction between professional autonomy, algorithmic mediation, and ethical responsibilities that expand as pedagogical practices interact with analyses produced by computational models. Such shifts raise questions about the limits of digital intervention in student education and monitoring. This study is developed as bibliographic research, aiming to examine formative implications and professional criteria associated with the pedagogical use of Artificial Intelligence in schools. The review of selected works allowed for the identification of transformations that affect the teacher's interpretive capacity, especially when automated data and recommendations become part of the architecture of pedagogical decisions. The articulation of these perspectives shows that AI introduces new layers of complexity, demanding discernment, prudence, and consistent ethical frameworks. The analytical approach also demonstrates that the effectiveness of the pedagogical use of AI depends on institutional conditions that support critical dialogue, clear guidelines, and ongoing teacher training processes. The following sections delve deeper into these issues by initially examining the interpretative readings that guide teacher mediation and, subsequently, the formative criteria that regulate the incorporation of Artificial Intelligence into school life.