Inteligência Artificial no ensino médio à luz da teoria de aprendizagem significativa

Abstract

This study aims to deepen the analysis of the use of Artificial Intelligence (AI) in High School education. The current educational landscape reveals high rates of student demotivation among young people at this stage of schooling, and Artificial Intelligence in Education (AIED) tools emerge as an alternative to renew teaching practices by offering more engaging and personalized content. However, there is a lack of clear guidelines for the design of these tools, which results in technology companies dominating their definitions—a scenario that prioritizes corporate interests and increases the risks of content biases, ethical violations, and privacy breaches. In this context, this paper proposes a framework based on David Ausubel's theory of meaningful learning, aiming to guide the development of AIED tools. To this end, the study will conduct a case study by interviewing professionals from technology companies that provide AIED solutions to high schools, in order to critically analyze: (1) how AIED is currently being implemented and (2) what guidelines are necessary to ensure that AIED effectively promotes meaningful learning.