Arquitetura da Aprendizagem: fundamentos e dimensões para compreender a ação docente

Transformations associated with digital culture and the expansion of Artificial Intelligence have intensified debates about the role of teachers and the nature of pedagogical decision-making. This article aims to propose and theoretically ground Learning Architecture as a theoretical-pedagogical perspective for understanding teaching practice, articulating intentionality, experience, interaction, meaning-making, and authorship. This qualitative, theoretical-conceptual, and interpretive study draws on research on learning, teacher agency, digital culture, and Artificial Intelligence in Education. Pedagogical decision-making is proposed as the transversal axis of the construct, guiding the organization of conditions for learning. The study concludes that technologies, methodologies, and AI systems do not occupy the center of the architecture, but function as resources subordinated to teachers’ educational purposes and pedagogical decisions.