TEACHER CHALLENGES IN THE FACE OF EMERGING TECHNOLOGIES IN EDUCATION

Abstract

This study examines teachers’ challenges in relation to emerging technologies, focusing on ethical dilemmas, data protection, and risks of algorithmic discrimination that shape pedagogical decisions and school routines. The general objective is to discuss how teaching can sustain criteria of justice, care, and institutional accountability when incorporating digital systems into education. The methodology adopted is Bibliographic Research, organized through thematic delimitation, interpretive reading, and synthesis by axes, following Flick (2009) and Triviños (1987). The development works with Nodari (2025), Tabolka et al. (2024), and Moreira et al. (2024) as central authors, articulating intergenerational responsibility, principles of the Brazilian General Data Protection Law, and ethical limits for the use of artificial intelligence in the curriculum. The text addresses data governance, the effects of automation on assessment, and formative demands, as well as tensions between innovation and rights. It argues that facing emerging technologies requires school-wide agreements, protection protocols, and teacher mediation oriented to learning, avoiding automatic adoption and refusals that impoverish education.