ARTIFICIAL INTELLIGENCE, PEDAGOGICAL PRACTICES AND TEACHER EDUCATION IN SCHOOL CONTEXTS

Abstract

The increasing presence of Artificial Intelligence (AI) in educational contexts has produced significant transformations in pedagogical practices, teaching–learning processes, and teacher education. Rather than a mere technical tool, AI operates as a sociotechnical mediation that reorganizes language practices, modes of knowledge production, and pedagogical relationships in contemporary schooling. This chapter aims to critically analyze the integration of Artificial Intelligence in school settings by articulating pedagogical practices, language, and teacher education, grounded in critical education theory, studies on literacies, and ethical reflections on digital technologies. The analysis problematizes dominant discourses of innovation and efficiency associated with AI, emphasizing the centrality of pedagogical mediation and educational intentionality in its use. It also discusses the impacts of AI on authorship, assessment, and students’ intellectual autonomy, as well as ethical challenges related to data use, algorithmic bias, and educational equity. The chapter concludes that Artificial Intelligence can contribute to more meaningful educational practices when integrated into pedagogical projects committed to human development, critical reflection, and social justice, reaffirming the teacher’s role as a central mediator in the educational process.

DOI: https://doi.org/10.56238/sevened2026.004-015