<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100223</article-id>
<article-id pub-id-type="doi">10.1590/0102-469853835</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REFLEXÕES SOBRE A INTELIGÊNCIA ARTIFICIAL À LUZ DOS FUNDAMENTOS DA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA;]]></article-title>
<article-title xml:lang="es"><![CDATA[REFLEXIONES SOBRE LA INTELIGENCIA ARTIFICIAL A LA LUZ DE LOS FUNDAMENTOS DE LA EDUCACIÓN PROFESIONAL Y TECNOLÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[REFLECTIONS ON ARTIFICIAL INTELLIGENCE IN THE LIGHT OF THE FOUNDATIONS OF VOCATIONAL EDUCATION ;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOSSIN]]></surname>
<given-names><![CDATA[EDUARDO ANDRÉ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[GISELLE ALVES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GOUVEIA]]></surname>
<given-names><![CDATA[RIAMA COELHO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PANTONI]]></surname>
<given-names><![CDATA[RODRIGO PALUCCI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Sertãozinho SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A sociedade contemporânea enfrenta um desafio significativo na integração da Inteligência Artificial com a formação profissional. Esta modalidade de educação é marcada historicamente pela dualidade entre a formação técnica voltada para trabalhadores e a formação humanística destinada às elites. Neste contexto surge a ideia de uma Educação Profissional e Tecnológica que busca integrar a formação profissional com a formação humana, tendo como objetivo a formação omnilateral. Seus fundamentos incluem o trabalho como princípio educativo, a interdisciplinaridade, a pesquisa como princípio pedagógico, a integração entre trabalho, ciência, tecnologia e cultura, e a indissociabilidade entre educação e prática social. Diante da complexidade intrinsecamente ligada à Inteligência Artificial, uma formação estritamente técnica, marca da educação profissional no Brasil, não é capaz de preparar o trabalhador para enfrentar os desafios dessa nova realidade. Neste contexto, o artigo destaca a importância de uma formação integral e busca estimular reflexões sobre as relações, impactos da Inteligência Artificial no sistema produtivo, no processo educativo e na sociedade. Metodologicamente, o estudo desenvolve uma análise das interconexões entre os fundamentos da Educação Profissional e Tecnológica e a Inteligência Artificial, abordando aspectos como trabalho, direitos humanos, pesquisa, autoria e interdisciplinaridade. As conclusões indicam que este novo cenário requer uma abordagem crítica e reflexiva, que considere tanto seu potencial transformador quanto os riscos associados. O estudo enfatiza a necessidade de uma formação que supere a mera instrumentalização técnica, preparando os indivíduos para compreender e lidar com as implicações sociais, éticas e culturais da Inteligência Artificial]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La sociedad contemporánea se enfrenta al importante reto de integrar la Inteligencia Artificial con la formación profesional. Este tipo de educación se ha caracterizado históricamente por la dualidad entre formación técnica para los trabajadores y formación humanística para las élites. En este contexto, surge la idea de Educación Profesional y Tecnológica que pretende integrar la formación profesional con la formación humana, con el objetivo de una formación omnilateral. Sus fundamentos incluyen el trabajo como principio educativo, la interdisciplinariedad, la investigación como principio pedagógico, la integración del trabajo, la ciencia, la tecnología y la cultura, y la inseparabilidad entre educación y práctica social. Frente a la complejidad intrínsecamente vinculada a la Inteligencia Artificial, la formación estrictamente técnica, que es el sello distintivo de la educación profesional en Brasil, es incapaz de preparar a los trabajadores para hacer frente a los desafíos de esta nueva realidad. En este contexto, el artículo enfatiza la importancia de la formación integral y busca estimular la reflexión sobre las relaciones e impactos de la Inteligencia Artificial en el sistema productivo, en el proceso educativo y en la sociedad. Metodológicamente, el estudio desarrolla un análisis de las interconexiones entre los fundamentos de la Formación Profesional y Tecnológica y la Inteligencia Artificial, abordando aspectos como el trabajo, los derechos humanos, la investigación, la autoría y la interdisciplinariedad. Las conclusiones indican que este nuevo escenario requiere un enfoque crítico y reflexivo que considere tanto su potencial transformador como los riesgos asociados. El estudio subraya la necesidad de una formación que vaya más allá de la mera instrumentalización técnica, preparando a los individuos para comprender y tratar las implicaciones sociales, éticas y culturales de la Inteligencia Artificial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Contemporary society faces a significant challenge in integrating Artificial Intelligence with vocational training. This type of education has historically been marked by the duality between technical training for workers and humanistic training for the elite. In this context, the idea of Vocational Education arises, which seeks to integrate vocational training with human training, with the aim of omnilateral training. Its foundations include work as an educational principle, interdisciplinarity, research as a pedagogical principle, the integration of work, science, technology, and culture, and the inseparability between education and social practice. Faced with the complexity intrinsically linked to Artificial Intelligence, a strictly technical training, hallmark of vocational education in Brazil, is not capable of preparing workers to face the challenges of this new reality. In this context, the article highlights the importance of comprehensive training and seeks to stimulate reflection on the relationships and impacts of Artificial Intelligence on the production system, the educational process, and society. Methodologically, the study develops an analysis of the interconnections between the foundations of Vocational Education and Artificial Intelligence, addressing aspects such as work, human rights, research, authorship, and interdisciplinarity. The conclusions indicate that this new scenario requires a critical and reflective approach that considers both its transformative potential and the associated risks. The study emphasizes the need for training that goes beyond mere technical instrumentation, preparing individuals to understand and deal with the social, ethical and cultural implications of Artificial Intelligence.]]></p></abstract>
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</article-meta>
</front><back>
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