Inteligência artificial aplicada ao apoio do ensino-aprendizagem na educação profissional e tecnológica: uma reflexão crítica sobre a prática docente em cursos técnicos

Abstract

ABSTRACT This study aims to analyze the use of Artificial Intelligence (AI) as a support tool in the teaching-learning process within Professional and Technological Education (PTE). It is a qualitative research with a reflective and applied approach, based on teaching experience in technical courses in computer science and systems development. The central issue focuses on learning difficulties related to the abstraction barrier in programming logic, often associated with student demotivation and dropout rates. The study discusses the integration of AI into the Brazilian educational context, considering institutional guidelines such as the Brazilian Artificial Intelligence Plan, as well as theoretical frameworks from critical pedagogy and ethical literacy in technology. It problematizes the unmediated use of AI, highlighting risks such as cognitive outsourcing and the reproduction of algorithmic biases. As a contribution, a didactic sequence based on active learning methodologies is proposed, in which AI is used as a “cognitive scaffold” to support the development of computational thinking, student autonomy, and critical thinking skills. The study considers that the pedagogical use of AI, when critically and intentionally mediated, can contribute to reducing frustration with errors, increasing student engagement, and promoting a comprehensive human education (omnilateral education) that integrates technical, ethical, and social competencies in the context of PTE. Keywords: Artificial Intelligence; Professional and Technological Education; Teaching Practice; Active Learning Methodologies; Critical Education.