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Inteligência artificial na educação : o caso de um agrupamento de escolas do Baixo Alentejo
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A crescente disseminação da Inteligência Artificial Generativa (IAGen) no contexto educativo tem desencadeado novas exigências às práticas pedagógicas e à preparação dos docentes, especialmente no 1.º Ciclo do Ensino Básico (CEB), etapa fundamental para a consolidação de aprendizagens estruturantes e para o desenvolvimento inicial da literacia digital. Neste nível de ensino, o papel do professor enquanto mediador do processo educativo torna particularmente relevante a análise da integração pedagógica de tecnologias emergentes. O presente estudo teve como propósito analisar as perceções, os níveis de conhecimento e as práticas dos professores do 1.º CEB relativamente à utilização da IAGen, assim como identificar as necessidades formativas percecionadas para a sua integração pedagógica. A investigação desenvolveu-se num Agrupamento de Escolas do Baixo Alentejo e adotou uma abordagem quantitativa de natureza descritiva. Os dados foram recolhidos por meio de um inquérito por questionário estruturado e analisados com recurso à estatística descritiva, nomeadamente a frequências, medidas de tendência central e de dispersão. Os resultados apresentados revelam uma discrepância significativa entre o reconhecimento do potencial pedagógico da IAGen e a sua efetiva utilização nas práticas docentes. Embora uma parte significativa dos professores reconheça as potencialidades da IAGen para a personalização da aprendizagem, a melhoria da acessibilidade e o apoio ao trabalho docente, a maioria declara sentir-se pouco ou nada preparada para a sua utilização pedagógica. Esta diferença associa-se sobretudo à escassez de formação específica e ao reduzido contacto prático com estas tecnologias. No que respeita às práticas de utilização, a IAGen é mobilizada principalmente como apoio ao trabalho do professor, particularmente na criação de conteúdos educativos, utilizando ferramentas como o Canva, o ClassDojo e o ChatGPT, sendo ainda limitada a sua integração em atividades diretamente orientadas para os alunos. As principais barreiras identificadas relacionam-se com a falta de competências técnicas, a ausência de orientações pedagógicas claras e preocupações éticas associadas à privacidade e à dependência tecnológica.
The increasing dissemination of Generative Artificial Intelligence (GenAI) in the educational context has led to new demands on pedagogical practices and teacher preparation, particularly in Primary Education (1st Cycle of Basic Education), a crucial stage for consolidating foundational learning and for the initial development of digital literacy. At this level of education, the teacher’s role as a mediator of the educational process makes the analysis of the pedagogical integration of emerging technologies especially relevant. The purpose of this study was to analyse the perceptions, levels of knowledge, and practices of Primary Education teachers regarding the use of GenAI, as well as to identify the perceived training needs for its pedagogical integration. The research was conducted in a School Cluster in the Baixo Alentejo region and adopted a quantitative, descriptive approach. Data were collected through a structured questionnaire survey and analysed using descriptive statistics, namely frequencies, measures of central tendency, and measures of dispersion. The results reveal a significant discrepancy between the recognition of the pedagogical potential of GenAI and its actual use in teaching practices. Although a substantial proportion of teachers acknowledge the potential of GenAI for personalising learning, improving accessibility, and supporting teaching work, the majority report feeling little or not at all prepared for its pedagogical use. This gap is mainly associated with a lack of specific training and limited practical contact with these technologies. Regarding usage practices, GenAI is primarily employed to support teachers’ work, particularly in the creation of educational content, using tools such as Canva, ClassDojo, and ChatGPT, while its integration into activities directly oriented towards students remains limited. The main barriers identified relate to a lack of technical skills, the absence of clear pedagogical guidelines, and ethical concerns associated with privacy and technological dependence.
The increasing dissemination of Generative Artificial Intelligence (GenAI) in the educational context has led to new demands on pedagogical practices and teacher preparation, particularly in Primary Education (1st Cycle of Basic Education), a crucial stage for consolidating foundational learning and for the initial development of digital literacy. At this level of education, the teacher’s role as a mediator of the educational process makes the analysis of the pedagogical integration of emerging technologies especially relevant. The purpose of this study was to analyse the perceptions, levels of knowledge, and practices of Primary Education teachers regarding the use of GenAI, as well as to identify the perceived training needs for its pedagogical integration. The research was conducted in a School Cluster in the Baixo Alentejo region and adopted a quantitative, descriptive approach. Data were collected through a structured questionnaire survey and analysed using descriptive statistics, namely frequencies, measures of central tendency, and measures of dispersion. The results reveal a significant discrepancy between the recognition of the pedagogical potential of GenAI and its actual use in teaching practices. Although a substantial proportion of teachers acknowledge the potential of GenAI for personalising learning, improving accessibility, and supporting teaching work, the majority report feeling little or not at all prepared for its pedagogical use. This gap is mainly associated with a lack of specific training and limited practical contact with these technologies. Regarding usage practices, GenAI is primarily employed to support teachers’ work, particularly in the creation of educational content, using tools such as Canva, ClassDojo, and ChatGPT, while its integration into activities directly oriented towards students remains limited. The main barriers identified relate to a lack of technical skills, the absence of clear pedagogical guidelines, and ethical concerns associated with privacy and technological dependence.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inteligência artificial Ensino básico (1º ciclo) Práticas pedagógicas Percepção dos professores Necessidades de formação Dissertações de mestrado - 2025