DOCENTES EM FORMAÇÃO E INTELIGÊNCIA ARTIFICIAL

Abstract

The advancement of Artificial Intelligence (AI) technologies is transforming multiple areas of society. In education, it has become increasingly present in processes involving teaching and learning. Considering this scenario, this study analyzed the implications and perceptions of AI use in the formative process of undergraduate students in Biological Sciences, indicating ways in which pre-service teachers position themselves in an era in which AI asserts itself and demands reflection. The research adopted a qualitative approach, based on semi-structured interviews with licensure students participating in the Institutional Program for Teaching Initiation Scholarships (PIBID). The results indicate that students are familiar with AI tools—particularly ChatGPT—using them for diverse activities that concern both their own learning and their teaching practices. Initial teacher education was considered insufficient, and continuing education was identified as an alternative to strengthening the teaching role and addressing problems related to the inadequate use of AI. Participants raised concerns about ethical use and reported perceptions of prejudice and resistance among university faculty, as well as apprehensions regarding potential overdependence, reduction of students' intellectual autonomy, risks of plagiarism, and the spread of incorrect information. It is therefore considered that the future of AI in teaching depends both on teacher qualification and on the development of appropriate, responsible, and meaningful uses. Even though AI is viewed as a promising resource for pedagogical practices, its use requires specific guidance, ethical application, and the development of competencies that can support the preservation of the central role of teachers in mediating and contextualizing educational processes.