THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING PRACTICE AT TWO PRIMARY SCHOOLS (YEARS 6 TO 9) IN THE MUNICIPALITY OF MAGALHÃES DE ALMEIDA – MA

Abstract

The use of artificial intelligence in teaching has become increasingly significant in recent times, as we move rapidly toward the widespread adoption of technology. Consequently, the theme of this study emerged from a Master’s research project in Educational Sciences at the Universidad Tecnológica Intercontinental (UTIC/PY). It is worth noting that the theoretical, methodological, and contemporary relevance of this research led to the understanding that the use of artificial intelligence can, to some extent, alter teaching practices and the daily operations of schools. Differing conceptions of artificial intelligence can directly or indirectly redefine the roles associated with learning, studying, and teaching in two municipal schools serving grades 6 through 9—E.M.E.F. Rosa Costa and E.M.E.F. José Batista Vieira—both located in the municipality of Magalhães de Almeida, Maranhão (MA). Thus, the central research question sought to determine: To what extent do students in grades 6 through 9 at two municipal schools in Magalhães de Almeida, MA, engage with artificial intelligence in the context of teaching? From this central question, the general objective was formulated: to analyze the use of artificial intelligence in teaching at two municipal schools (grades 6–9) in Magalhães de Almeida, MA. Accordingly, the specific objectives are to describe the use of artificial intelligence in teaching at these two schools in terms of technological infrastructure; to examine how the schools are handling artificial intelligence given the lack of pedagogical strategies; and to identify the use of artificial intelligence in light of the main challenges encountered in the schools' daily operations. Within this scope, the methodological procedures were structured in a precise and systematic manner, employing a quantitative approach with descriptive-exploratory objectives. This was combined with a literature review and empirical data collection carried out at two municipal schools in Magalhães de Almeida, Maranhão: E.M.E.F. Rosa Costa and E.M.E.F. José Batista Vieira. The fieldwork involved administering a simple questionnaire and an observation guide containing 30 questions (both open-ended and closed-ended). The research instrument was distributed in person to a population of 71 participants, comprising the leadership team (school administration, pedagogical coordinators, and teachers) and technical-administrative staff. The questionnaire was administered and data collected during the second quarter of 2025. Of the total group, 38 individuals provided responses: 30 teachers, 4 pedagogical administrators, and 4 technical-administrative staff members. The data were subsequently presented using figures and tables, thereby consolidating the discussion and representation of the research results. Authors such as Anderson & Rainie (2023), Bacich & Moran (2020), Furlan (2020), Cordeiro & Gomes (2021), Kenski (2022), Lima & Santos (2021), Lück (2019), Perrenoud (2019), Selwyn (2022), and Schneuwly & Dolz (2021) contributed to this discussion. Furthermore, this research highlights the need to help devise strategies that promote the ethical, equitable, and efficient use of these technologies. This must be done while considering the socioeconomic and structural realities of the schools studied and focusing on the central research question: the impact of artificial intelligence on teaching practice is viewed through the lens of the teacher-as-mediator, as it is the teacher who must assume an increasingly critical role as an epistemological and ethical mediator. In this regard, it is also important to note that the presence of these technologies necessitates a critical approach to education—one that prepares both teachers and students to understand how artificial intelligence impacts their experiences. Regarding the conditions and outcomes for students in grades 6 through 9, effective teaching practice relies on realizing this potential through fundamental prerequisites such as connectivity, devices, and teacher guidance; in other words, progress occurs when these structures are in place. Conversely, without such support, the schools in question are unlikely to achieve a teaching practice that meets the objectives outlined in the research problem. Therefore, the discussion regarding the extent to which artificial intelligence can reach these students is inextricably linked to the core theme: digital inclusion. Digital inclusion must become a fundamental aspect of the daily life of these schools; however, the extent of this reach The situation leaves much to be desired, as merely understanding the limitations and potential of artificial intelligence within the school environment is insufficient to achieve better results. Above all, the integration of artificial intelligence into these schools is a gradual process for teachers. Consequently, the study's objectives—analyzing the use of artificial intelligence, describing its application, examining how the two schools are coping with the lack of pedagogical strategies, and observing the role of AI in daily school life—are clearly intertwined. The results reveal insufficient technological infrastructure; a lack of adequate equipment hinders AI implementation; personal devices are used in place of institutional resources; and connectivity is underutilized. Furthermore, the findings point to the absence or inadequacy of pedagogical and teaching strategies, as well as administrative issues indicating a lack of planning. Notably, the Political-Pedagogical Project (PPP) contains no guidelines regarding the use of artificial intelligence in the school environment. In light of this, the research also highlights the lack of official directives and protocols to guide the integration of AI into the curriculum and school management. Moreover, the study indicates that digital inclusion at both schools is flawed, as there is a lack of training processes to enable the integration of AI into the leadership team's operations—whether pedagogical, instructional, or administrative. The research further revealed that a lack of adequate technical support hinders AI usage; in particular, resistance among professionals to learning about AI in schools is an issue that the leadership team must address. Finally, the study identified the heavy teaching workload as a barrier to acquiring knowledge about artificial intelligence—an issue that needs to be managed and addressed by the school administration. Finally, the discussions and results highlight a crucial factor: the need to avoid overburdening teachers with the use of artificial intelligence in schools. Instead, the initiative should be pedagogical in nature, designed to engage everyone without triggering resistance. In this regard, further progress is needed concerning structural and training conditions to ensure that digital inclusion goals are effectively met and developed within schools. Above all, for this inclusion to yield positive results, it is essential that the teaching, pedagogical, and administrative staff work collaboratively and in an integrated, coordinated manner to strengthen the use of artificial intelligence within the school environment. However, the schools cannot achieve better results on their own; public authorities must not shirk their full responsibility and must invest appropriately and educationally in the use of these technologies. Leveraging political will to support training, management, and integrated planning is particularly timely. Such measures can sustain and increasingly strengthen the use of these tools across leadership, pedagogical, teaching, and administrative teams, thereby fostering their ethical application. Overall, the implementation of ethical artificial intelligence use in the schools studied reveals both advances and setbacks that must be addressed through specific actions: public sector support for technological infrastructure; modernization of facilities to ensure full and successful progress; and collective, joint participation in decision-making. Finally, the research concludes that the teaching profession must be valued, especially when artificial intelligence is employed as a bridge between learners and educators.