<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742021000100106</article-id>
<article-id pub-id-type="doi">10.1590/198053147767</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PROPÓSITOS DE LA EDUCACIÓN FRENTE A DESARROLLOS DE INTELIGENCIA ARTIFICIAL]]></article-title>
<article-title xml:lang="pt"><![CDATA[PROPÓSITOS DA EDUCAÇÃO PERANTE OS DESENVOLVIMENTOS DE INTELIGÊNCIA ARTIFICIAL]]></article-title>
<article-title xml:lang="fr"><![CDATA[LES OBJECTIFS DE L&#8217;ÉDUCATION ET LE DÉVELOPPEMENT DE L&#8217;INTELLIGENCE ARTIFICIELLE]]></article-title>
<article-title xml:lang="en"><![CDATA[PURPOSES OF EDUCATION ALONG WITH ARTIFICIAL INTELLIGENCE DEVELOPMENTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrios-Tao]]></surname>
<given-names><![CDATA[Hernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Vianney]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra]]></surname>
<given-names><![CDATA[Yolanda M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742021000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742021000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742021000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La inteligencia artificial reconfigura entornos sociales, prácticas educativas y vidas humanas, y sus desarrollos movilizan voces defensoras y detractoras. El objetivo es interpretar posibilidades, riesgos y oportunidades de la inteligencia artificial para los propósitos de la educación, mediante una hermenéutica analógica que establezca un equilibrio entre dos extremos interpretativos: univocidad y equivocidad. Los resultados indican impactos de la inteligencia artificial en la visión humanista, la autonomía, la equidad, la formación integral y el mismo derecho a la educación. Una comprensión equilibrada mitiga riesgos y aprovecha posibilidades de estos desarrollos para los propósitos educativos, con la visión de que aún están en proceso y demandan nuevas indagaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A inteligência artificial reconfigura entornos sociais, práticas educacionais e vidas humanas, e seus desenvolvimentos mobilizam vozes defensoras e detratoras. O objetivo é interpretar possibilidades, riscos e oportunidades da inteligência artificial para os propósitos da educação, mediante uma hermenêutica analógica que estabeleça um equilíbrio entre dois extremos interpretativos: univocidade e equivocidade. Os resultados indicam impactos da inteligência artificial na visão humanista, a autonomia, a equidade, a formação integral e o próprio direito à educação. Uma compreensão equilibrada mitiga riscos e aproveita possibilidades desses desenvolvimentos para os propósitos educacionais, com a visão de que ainda estão em processamento e demandam novas indagações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Des politiques de discrimination positive ont été mises en &#339;uvre à l&#8217;Universidade Federal du Minas Gerais (UFMG), notamments les bonus et les quotas, afin de réduire les inégalités d&#8217;accès à l&#8217;enseignement supérieur. En outre, le Programa de Apoio a Planos de Reestruturação e Expansão das Universidades (Reuni) et l&#8217;utilisation de l&#8217;Exame Nacional do Ensino Médio/Sistema de Seleção Unificado (Enem/SiSU) dans le processus de sélection peuvent avoir contribué à augmenter la proportion de minorités dans les établissements publics d&#8217;enseignement supérieur au Brésil. L&#8217;objectif principal de ce travail est de vérifier l&#8217;évolution de la diversité du corps étudiant à l&#8217;UFMG entre 2006 et 2015, en abordant les effets de ces changements. Les politiques du Reuni, des bonus et des quotas semblent être efficaces pour réduire les inégalités de différents ordres à l&#8217;UFMG, alors que l&#8217;Enem/SiSU semble avoir favorisé une augmentation des inégalités. Par ailleurs ont été évalués les déterminants liés à l&#8217;appartenance à des ménages à faible revenu, au fait d&#8217;être noir ou d&#8217;avoir fréquenté des écoles secondaires privées ou publiques.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Artificial intelligence reconfigures social environments, educational practices and human lives, and its developments mobilize voices for advocates and detractors. The objective is to interpret possibilities, risks and opportunities of artificial intelligence for the purposes of education, through an analogical hermeneutic that establishes a balance between two interpretative extremes: univocity and equivocation. The results indicate impacts of artificial intelligence on the humanistic vision, autonomy, equity, comprehensive training and the same right to education. A balanced understanding mitigates risks and takes advantage of the possibilities of these developments for educational purposes, with the view that they are still in process and demand new inquiries.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[INTELIGENCIA ARTIFICIAL]]></kwd>
<kwd lng="es"><![CDATA[PROCESO DE ENSEÑANZA-APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[HUMANISMO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[INTELIGÊNCIA ARTIFICIAL]]></kwd>
<kwd lng="pt"><![CDATA[PROCESSO DE ENSINO-APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[HUMANISMO]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[INTELLIGENCE ARTIFICIELLE]]></kwd>
<kwd lng="fr"><![CDATA[PROCESSUS ENSEIGNEMENT-APPRENTISSAGE]]></kwd>
<kwd lng="fr"><![CDATA[HUMANISME]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[ARTIFICIAL INTELLIGENCE]]></kwd>
<kwd lng="en"><![CDATA[TEACHING-LEARNING PROCESS]]></kwd>
<kwd lng="en"><![CDATA[HUMANISM]]></kwd>
</kwd-group>
</article-meta>
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