Inteligência artificial generativa na educação profissional e tecnológica: desafios para a mediação pedagógica docente

Abstract

ABSTRACT The challenges of teaching pedagogical mediation in light of the use of Generative Artificial Intelligence (GAI) in Vocational and Technological Education (VTE) are analyzed. Given the rapid advancement of systems like ChatGPT, the research investigates how these tools impact the teaching-learning process in an educational modality historically strained between emancipatory formation and labor market demands. The methodology is characterized as qualitative, bibliographic, and autobiographical (memorial) research, based on the reflection of teaching practice combined with a theoretical review strongly supported by recent reports from the Brazilian Internet Steering Committee (CGI.br) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The theoretical framework mobilized demonstrates that, although GAI offers practical benefits, it poses serious risks to student autonomy, such as superficial learning, the reproduction of algorithmic biases, and technological dependence. It concludes that the use of AI requires constant critical mediation from the teacher, focused on digital literacy and the problematization of machine-generated content, in order to ensure the development of students' critical thinking. Keywords: Generative Artificial Intelligence. Vocational and Technological Education. Pedagogical Mediation. Teaching Practice. Digital Literacy.