Representações sociais da mídia jornalística sobre a integração da inteligência artificial à educação

Abstract

The contemporary landscape is marked by a technical metamorphosis that challenges the boundaries between the human and the artificial, positioning generative Artificial Intelligence (AI) as a disruptive agent that reconfigures both the production of knowledge and subjectivities. In light of this technology's expansion into the educational sector, this research investigates the social representations (SR) constructed by the journalistic media regarding the integration of AI into education. Grounded in the Social Representations Theory of Serge Moscovici and Denise Jodelet, this investigation seeks to unveil how media discourse transforms a complex technical object into common-sense knowledge. Methodologically, this is a qualitative documentary study, with a corpus consisting of 20 journalistic texts analyzed with the support of the Gemini AI tool for sentiment analysis and the identification of psychosocial processes. The results demonstrate the consolidation of a social representation based on an "optimistic pragmatism," which anchors AI in the idea of inevitable civilizational progress and objectifies it through the figure of the "hybrid tutor" or "pocket assistant." It is concluded that media discourse operates by reducing teacher anxiety reaffirming the irreplaceable nature of the educator—while simultaneously creating economic urgency and legitimizing technological incorporation as an irreversible process, often silencing ethical dimensions and the risks of eroding intellectual autonomy within the teaching profession.