TEACHER TRAINING FOR THE USE OF ARTIFICIAL INTELLIGENCE IN CONTEXTS OF TECHNOLOGICAL INEQUALITY: CHALLENGES, LIMITS, AND POSSIBILITIES IN CONTEMPORARY EDUCATION

Abstract

This article addresses teacher training for the use of Artificial Intelligence (AI) in contexts of technological access inequality, analyzing the challenges and proposing solutions for the effective implementation of this pedagogical practice. The objective is to investigate how teacher training can be adapted to integrate AI into teaching, even in environments with technological infrastructure limitations. The research adopts a qualitative approach, using bibliographic review and interviews with teachers from different socioeconomic contexts to identify good practices and obstacles faced in the inclusion of advanced technologies. The expected results include identifying effective teacher training strategies that consider technological access limitations, as well as proposing recommendations for public policies that promote a more inclusive and equitable education. It is concluded that specific teacher training for the use of AI, aligned with a critical understanding of technological inequalities, can contribute to democratizing access to educational innovations, improving teaching quality, and reducing learning disparities.