Contributos da IA nos Processos Pedagógicos e no Desenvolvimento Profissional e Organizacional: Percepções de Professores Portugueses

Abstract

This article has the aim to understand the elementary and high school teachers’ perspective on the knowledge of digital applications used in a school context, as well as on how Artificial Intelligence (AI) can contribute to the improvement of teaching, learning and evaluation, and consequently, to the teaching professional development and to the organizational transformation. Therefore, we focused the study on a quantitative approach, using a questionnaire survey addressed to 74 elementary and high school teachers from a Portuguese School. As main conclusions we underline that the use to AI contributes to stimulate student’s motivation and commitment to learning, through optimization of self-reflection and self- regulation processes. The use of AI allows teachers to implement pedagogical differentiation practices, in a humanistic approach, viewing the AI as a pedagogical resource able to improve the processes of teaching, learning and assessment, thus promoting the development and transformation of people and contexts. The study has also demonstrated the urgent need for school to reconfigure and transform itself, involving the school community on the topic of AI literacy, creating, therefore, a code of conduct, ensuring equity, inclusion and democratization of innovative pedagogical practices within digital technology.