ARTIFICIAL INTELLIGENCE IN BASIC EDUCATION: CHALLENGES AND POSSIBILITIES FOR TEACHING PRACTICE IN THE CLASSROOM

Abstract

Contemporary educational scenarios have revealed a fertile tension between established practices and the incorporation of intelligent devices that reorganize time, modes of interaction, and possibilities for pedagogical support. Instead of adhering to discourses of technological promise, it becomes necessary to examine how such resources interact with the real dynamics of classrooms, especially when teachers need to articulate didactic sensitivity and critical reading of information generated by automated systems. The objective guides the path: to analyze how Artificial Intelligence can strengthen formative processes when associated with pedagogical proposals capable of interpreting nuances of daily school life. Bibliographic research supports this discussion by bringing together contributions that investigate digital mediation, data interpretation practices, and personalization strategies that respect individual learning rhythms. The studies consulted show that the use of intelligent mechanisms requires professionals capable of judging when to follow algorithmic recommendations and when to reconfigure them in favor of more inclusive trajectories. Although digital platforms offer quick analyses, the risk of excessive standardization demands a vigilant stance and decisions based on ethical-pedagogical principles. It is observed that institutions that integrate these resources in a planned way tend to build environments in which teacher research, continuous monitoring, and contextualized reading become inseparable elements. Thus, Artificial Intelligence acts as strategic support, preserving the centrality of the educator in conducting more sensitive and rigorous learning experiences.