ARTIFICIAL INTELLIGENCE AND EDUCATIONAL INCLUSION: ETHICAL AND PEDAGOGICAL PERSPECTIVES IN TEACHING PRACTICE

Abstract

The study analyzes the ethical and pedagogical role of Artificial Intelligence (AI) in promoting educational inclusion within the Brazilian context, considering recent technological developments and the contemporary demands of teaching practice. This qualitative and bibliographic research is grounded in authors who discuss digital technologies, ethics, and teacher education, examining how AI can support personalized learning, enhance accessibility, and strengthen diverse learning pathways. The findings indicate that AI systems have significant potential to promote inclusion through adaptive resources, screen readers, learning-support algorithms, and tools that meet the needs of students with different profiles. However, the analysis also reveals important risks, such as algorithmic bias, ethical vulnerabilities, threats to teacher autonomy, and the possibility of reinforcing structural inequalities when AI is used without critical mediation. The study concludes that AI contributes effectively to inclusion only when integrated into humanizing pedagogical practices guided by ethical principles, equity-oriented educational policies, and continuous, critical teacher training. Thus, technology does not replace the teacher but expands their pedagogical possibilities when used with pedagogical intention, ethical sensitivity, and a strong commitment to social justice.