CHATGPT AND SCHOOL DIGITAL CULTURE: TRANSFORMATIONS IN THE RELATIONSHIP BETWEEN STUDENT, KNOWLEDGE, AND TECHNOLOGY

Abstract

The emergence of artificial intelligence systems based on natural language, such as ChatGPT, has led to significant reconfigurations in school digital culture, particularly regarding the relationships between student, knowledge, and technology. This study aims to critically analyze the transformations resulting from the incorporation of these tools into the educational context, considering their pedagogical, cognitive, and sociocultural implications. It is assumed that school digital culture is not limited to the presence of technological devices, but also involves changes in the ways knowledge is produced, accessed, and validated. In this context, ChatGPT emerges as a mediating agent that reshapes traditional teaching and learning dynamics by enabling immediate, personalized, and natural language-based interactions. Methodologically, this is a theoretical study grounded in a systematic review of recent literature in the fields of digital education, artificial intelligence, and school culture. The results indicate that the use of ChatGPT can expand access to information, promote student autonomy, and diversify pedagogical practices. However, it also raises challenges related to authorship, information reliability, and the redefinition of the teacher’s role. It is concluded that the integration of ChatGPT into school digital culture requires a critical and ethical approach, guided by teacher education and the development of digital competencies that enable the conscious and responsible use of these technologies.