O DESAFIO DA HETEROGENEIDADE E A PROMESSA DA INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO: UMA ANÁLISE DAS POSSIBILIDADES E LIMITES PARA O APOIO A ALUNOS COM DIFICULDADES DE APRENDIZAGEM

Abstract

The article analyzes the possibilities and limits of artificial intelligence (AI) in supporting students with learning difficulties (dyslexia, dyscalculia, dysgraphia, and ADHD), given the growing heterogeneity in contemporary classrooms. This is a qualitative bibliographic review based on specialized literature (2020-2026). The results indicate that AI contributes significantly through early identification of difficulties, personalization of educational pathways, and immediate feedback, promoting more inclusive experiences. Adaptive platforms and intelligent tutoring systems adjust content and pace to individual needs. However, implementation faces substantial challenges: ethical issues related to data privacy and security, risk of perpetuating algorithmic biases, inequalities in access to technological infrastructure, and the need for adequate teacher training. It is concluded that AI does not replace the teacher but enhances their work, requiring a balance between technological innovation and human mediation so that it can effectively contribute to a more equitable and inclusive education.