The influence of artificial intelligence on the teaching and learning process: challenges and pedagogical possibilities

Abstract

The use of artificial intelligence in the school context has become part of the routine of students and teachers, changing ways of accessing, producing and interpreting knowledge. In this context, this study aims to analyze the influence of artificial intelligence on the teaching and learning process, considering its effects on pedagogical practice and student participation. It seeks to understand how students use these tools in their study routines, identify teachers’ perceptions and discuss possibilities for a critical use of technology. The research is justified by the expansion of these systems in educational institutions without consolidated pedagogical guidelines, raising concerns about authorship, intellectual autonomy and learning quality. The research problem is defined as follows: how does artificial intelligence interfere in teaching and learning and what pedagogical challenges and possibilities emerge from its presence in school? Methodologically, this is a qualitative, exploratory and descriptive research based on bibliographic review on education and digital culture, questionnaires and interviews with teachers and students, and observations of pedagogical use of these tools. The study intends to contribute to reflections on guided use of technology, emphasizing teacher mediation and critical thinking in order to promote meaningful learning in educational contexts marked by digital culture.