<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022024000100849</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202450273857por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Automação na educação: caminhos da discussão sobre a inteligência artificial]]></article-title>
<article-title xml:lang="en"><![CDATA[Automation in education: trending issues concerning Artificial Intelligence*]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Giselle de Morais]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Giselle Martins dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Jaciara de Sá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</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>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022024000100849&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022024000100849&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022024000100849&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os discursos em torno da tecnologia têm sido marcados por juízos de valor dicotômicos, ainda que predominantemente otimistas, sobre o lugar desses artefatos em contextos educacionais. Na própria academia, parece apostar-se, com frequência, em artefatos digitais como solução de problemas da educação que são, de fato, complexos e historicamente enraizados. Este artigo parte de um questionamento acerca dos discursos em torno das tecnologias baseadas em Inteligência Artificial (IA): estariam os velhos discursos - fundamentados na naturalização da tecnologia - sendo reproduzidos? Com base em uma revisão de literatura acadêmica sobre a IA na educação, realizada no escopo de um projeto mais amplo em andamento, o texto apresenta um panorama dos principais pontos de discussão levantados nos últimos cinco anos na área da educação. Por um lado, parece haver grande entusiasmo com a IA e suas promessas; por outro, destacam-se preocupações com a profissão docente - em um extremo, com a substituição do professor pela máquina, um temor que também não é novo. Contudo, nosso recorte sugere que, para além de um otimismo ou pessimismo exacerbados, estão em pauta importantes considerações, fundamentadas em teorização aprofundada e estudos com empiria de campo sólida, que podem abrir caminhos outros que o desenvolvimento e aceitação de tecnologias em perspectivas meramente solucionistas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Discourses on technology have been marked by dichotomic, albeit predominantly optimistic, value judgments on the place of artifacts in educational contexts. In academia itself, digital artifacts are often advocated as solutions to educational problems that are, in fact, complex and historically rooted. This article tackles a question on the discourses that surround technologies based on Artificial Intelligence (AI): are old discourses - that hinge on the naturalization of technology - being reproduced? Based upon a review of academic literature on AI in education, conducted within the scope of a broader ongoing research project, the text presents an overview of key discussion points raised in the last five years in the field of Education. On the one hand, there seems to be great enthusiasm for AI and its promises; on the other, concerns are highlighted regarding teaching as a profession - in the extreme, worries with the replacement of the teacher by the machine, a fear that is also not new. However, our review suggests that, beyond unrestrained optimism or pessimism, discussion agendas address important points considered with basis on in-depth theorization and solid empirical data, which can open paths other than the development and acceptance of technologies in purely solutionist perspectives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Automação na educação]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência Artificial na educação]]></kwd>
<kwd lng="pt"><![CDATA[Estudos críticos da educação e tecnologia]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Automation in education]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence in education]]></kwd>
<kwd lng="en"><![CDATA[Critical studies of education and technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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