<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000401360</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ds05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A inteligência artificial na educação: será o professorado substituível?]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial intelligence in education: are teachers replaceable?]]></article-title>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial en la educación: ¿son reemplazables los docentes?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Carlos Ângelo de Meneses]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fierro]]></surname>
<given-names><![CDATA[Maria Cecília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Europeu de Estudos Superiores, Fafe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[Cidade do México ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>83</numero>
<fpage>1360</fpage>
<lpage>1373</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401360&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401360&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401360&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho, fundamentado em resenha seletiva da literatura e uma pesquisa exploratória de campo, objetiva examinar o desenvolvimento da inteligência artificial na educação e sua eventual possibilidade de substituir o professorado para minimizar custos e evitar complexidades inerentes à interação social. Uma das tendências presentes é tomar o lugar do ser humano em grande parte da estrutura ocupacional e alterar o perfil de numerosas ocupações. Pesquisa comparada e internacional verificou, por meio de questionários aplicados ao alunado de nível superior, que, na pandemia, ele enfrentou dificuldades com a educação remota, como solidão e sentimentos depressivos. Ao final, a maioria saudou a volta à educação presencial, em interação com docentes e colegas. Todavia, persistem as tentativas de reduzir ou até eliminar trabalhadoras.es, inclusive o professorado. A rota da inteligência artificial é nebulosa, sem clareza quanto ao seu desenvolvimento. O paradigma produtivista transforma pessoas em coisas para maior lucratividade. Será difícil reduzir a presença humana pela própria natureza da educação. O professorado com sobrevivência em risco se guia pelo monólogo, transmite conteúdos fixados e lida com as pessoas como coisas. Já a docência suscetível de fazer diferença mantém o diálogo e trata as.os estudantes como sujeitos ativos, em preparação dinâmica para o futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper, founded on a selective review of the literature, as well as an exploratory field research, aims to analyze the artificial intelligence development in education and its eventual possibilities of replaces the teacher in order to minimize costs and avoiding the complexities concerned to social interaction. One of its contemporary trends is to change the role of human workers in a large part of the occupational structure and change the profile of numerous occupations. A comparative and international research, based on questionnaires applied to higher education students just after the pandemic, revealed that they face difficulties with remote education, such as loneliness and depressive feelings. When they returned to on campus education they were satisfied and in part relieved, in interaction with the faculty and the colleagues. Nevertheless, attempts to replace teachers keep on going, including teachers. The future of artificial intelligence change is nebulous. The productivist paradigm changes persons in objects for its greater profitability. Nevertheless, it will difficult to reduce the human presence in education as a result of its own nature. Teachers in risk are those oriented toward monologue, programmed contents transmission and deals with persons as objects. Those who are more susceptible to make a difference keep dialogue and relate to students as active subjects in a dynamic preparation for the future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo, basado en una reseña selectiva de la literatura y de una investigación exploratoria de campo, tiene el objetivo de analizar el desarrollo de la inteligencia artificial en educación y sus eventuales posibilidades de sustituir maestras.os y profesoras.es para minimizar costes, así como evitar las complexidades de la interacción social. Una de las tendencias contemporáneas es cambiar los roles del ser humano en gran parte de la estructura ocupacional. La investigación comparada e internacional constató, por medio de cuestionarios aplicados a estudiantes de nivel superior después de la pandemia, que ellas.os tuvieron dificultades con la educación remota, como soledad y sentimientos depresivos. En su retorno, la mayoría saludó la educación en presencia, con la interacción con profesoras.es y colegas. Sin embargo, se insiste en las tentativas de reducir o eliminar trabajadoras.es, incluso las.os docentes. El paradigma productivista lidia con las personas como objetos, para incremento de sus lucros. Será difícil reducir la presencia humana en la educación por su propia naturaleza. La.el docente con mayor riesgo de supervivencia es aquél.lla que trabaja con personas como si fueron cosas, trasmite contenidos previamente fijados y persiste en el monólogo. En contraste, susceptible de hacer diferencia es el.lla que mantiene el diálogo y se relaciona con las.os estudiantes como sujetos activos, en preparación dinámica para el futuro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Educação remota]]></kwd>
<kwd lng="pt"><![CDATA[Professorado]]></kwd>
<kwd lng="pt"><![CDATA[Paradigma produtivista.]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Remote education]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Productivist paradigm.]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Maestras.os y profesoras.es]]></kwd>
<kwd lng="es"><![CDATA[paradigma productivista.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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