ARTIFICIAL INTELLIGENCE AND ITS RELATIONSHIP WITH TEACHING WORK IN BRAZIL

This study aims to analyze the impact of Artificial Intelligence (AI) on teaching practices in Brazil, exploring the themes and sub-themes addressed in academic research. To this end, a systematic literature review was conducted on 26 selected scientific articles that investigate the relationship between AI and teaching work, analyzing the methodologies used and the results obtained. The methodological approach followed rigorous inclusion and exclusion criteria, ensuring the relevance of the data collected. The theoretical foundation was based on the Critical Theory of Technology from the epistemology of Andrew Feenberg's philosophy, emphasizing the importance of considering the ethical implications associated with the use of AI in education. The study also explores the different forms of interaction between AI and pedagogical-didactic work, highlighting pedagogical innovations, ethical challenges, and the need for organizing teaching work articulated with emerging digital technologies. The results indicate a growing need to deepen discussions on the ethical implications of AI in education, in addition to promoting an interdisciplinary integration of knowledge that allows for a more comprehensive and effective understanding of the pedagogical use of AI. The study concludes that the complexity of the interaction between AI and teaching work requires continuous monitoring of the development of these technologies and their educational applications, emphasizing the importance of staying updated on emerging trends and challenges. Furthermore, it emphasizes the need for a critical and ethical approach to ensure that AI contributes positively to the educational environment, preserving teacher autonomy and the quality of teaching.