Formação inicial de professores na era da inteligência artificial generativa: sentidos, desafios e implicações éticas em uma revisão de escopo

Andressa Silveira da Silva; Suzi Samá

doi:10.31417/educitec.v12.2804

Autores

Andressa Silveira da Silva Universidade Federal do Rio Grande https://orcid.org/0000-0001-8568-2159
Suzi Samá Universidade Federal do Rio Grande https://orcid.org/0000-0002-7490-9722

DOI:

https://doi.org/10.31417/educitec.v12.2804

Palavras-chave:

formação inicial do professor, inteligência artificial, educação básica

Resumo

A rápida popularização da Inteligência Artificial Generativa (IAG) tem provocado transformações na Educação, especialmente nos processos formativos docentes. Diante da emergência desse fenômeno, este artigo tem como objetivo investigar, por meio de uma revisão de escopo, como a literatura científica descreve e interpreta as potencialidades e desafios do uso da IAG na formação inicial de professores da Educação Básica. A revisão de escopo resultou na análise de 69 estudos publicados entre 2020 e 2025, recuperados em bases nacionais e internacionais (ERIC, Scopus, Web of Science, Periódicos CAPES). A análise temática permitiu organizar os achados em quatro categorias: percepções e atitudes de futuros professores e formadores em relação à IAG; desenvolvimento de competências e letramento em IAG para a formação inicial de professores; aplicações da IAG na prática pedagógica e planejamento de ensino; e implicações éticas e uso responsável da IAG. Os resultados evidenciam uma ambivalência recorrente nas publicações, que oscilam entre o entusiasmo quanto ao potencial da IAG para personalização e inovação pedagógica e preocupações com lacunas formativas, dependência tecnológica e riscos éticos. Conclui-se que a formação inicial de professores precisa avançar para além do uso instrumental da IAG, incorporando-a de forma crítica, ética e contextualizada, a fim de fortalecer a atuação docente frente às transformações educacionais contemporâneas. Esta revisão contribui para o campo do Ensino ao oferecer uma síntese crítica sobre como a emergência da IAG reconfigura os processos formativos, os modos de ensinar e aprender, as relações pedagógicas e os compromissos éticos da profissão docente.

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Biografia do Autor

Andressa Silveira da Silva, Universidade Federal do Rio Grande

Doutoranda do Programa de Pós-Graduação em Educação em Ciências pela Universidade Federal do Rio Grande - FURG. Rio Grande, Rio Grande do Sul, Brasil.

Suzi Samá, Universidade Federal do Rio Grande

Doutora em Educação em Ciências. Professora Associada da Universidade Federal do Rio Grande - FURG. Rio Grande, Rio Grande do Sul, Brasil.

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