ARTIFICIAL INTELLIGENCE AND EDUCATIONAL ETHICS IN EVERYDAY SCHOOL LIFE

Abstract

Educational scenarios incorporating Artificial Intelligence (AI) have revealed substantial changes in the ways pedagogical decisions are interpreted, especially when automated interventions become part of the daily lives of teachers and students. Certain tensions become visible when computational mechanisms influence learning rhythms, redesign monitoring criteria, and establish an interpretative regime marked by oscillation between the expansion of repertoires and ethical insecurities. The presence of these devices reorganizes institutional expectations and challenges traditional parameters of educational justice, producing symbolic disputes that permeate teacher autonomy, pedagogical mediation, and the validation of formative paths. The bibliographic research used brings together works dedicated to analyzing the implications of AI in teaching work, valuing productions that describe institutional shifts, changes in professional roles, and emerging interpretative reconfigurations in digital contexts. Within this set, investigations that explore how decisions guided by intelligent systems affect formative responsibilities and introduce ethical dilemmas associated with the delegation of sensitive tasks stand out. The aim of this study is to clarify how such trends influence pedagogical choices and provoke repositioning in teaching practice, contributing to an understanding of how digital interventions reshape educational practices and reorganize ways of interpreting learning. Like a networked dialogue, the text intertwines two analytical movements. The first investigates the communicational discourse of virtual tutoring; the second, the cooperative pact that sustains learning in digital environments. The combination of these movements reveals distance education as a territory of ethical and cognitive interdependence, where technology merely supports human interaction.