Artificial Intelligence Applied to Education: Theoretical Foundations, History, and Perspectives
DOI:
https://doi.org/10.11606/issn.2525-3123.gis.2025.230912Keywords:
Artificial Intelligence, Education, Digital Revolution, School Metamorphosis, EthicsAbstract
This study aims to analyze the application of artificial intelligence in education (AIED) through a critical review of the existing literature. It does not intend to exhaust the topic but rather to present a partial overview of current debates and issues based on selected references. Drawing on Floridi’s typology, the study distinguishes between reproductive AI — focused on the efficient execution of tasks — and productive AI — which aspires to replicate human cognitive processes, a goal not yet achieved. It is important to note that this investigation does not include empirical research. Structured around the past, present, and future perspectives of AI, the analysis emphasizes the importance of ethical principles in adopting these technologies within school contexts. In line with the critiques of Douglas dos Santos and António Nóvoa regarding the disintegration of the school form, the study advocates a pedagogical metamorphosis that preserves values of socialization and conviviality. Inspired by John Dewey’s educational philosophy, the approach proposes incorporating digital innovations in ways that reinforce — rather than replace — human interactions. The conclusion asserts that, no matter how advanced, AI cannot supplant the relational essence of education, and calls for a balance between technological innovation and the fundamental values of schooling.
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