ARTIFICIAL INTELLIGENCE IN EDUCATION IN MIDDLE SCHOOL II AS AN INSTRUMENT OF INNOVATION IN TEACHING

Abstract

The integration of artificial intelligence in basic education represents an expanding field, particularly in middle school, where pedagogical practices require instruments capable of personalizing learning trajectories and potentializing cognitive processes. This article examines how artificial intelligence tools function as vectors of didactic innovation, transforming the organization of pedagogical practices and creating new possibilities for mediation between student and knowledge. Bibliographic research, conducted through procedures of survey and source analysis as established by Andrade (2020), enabled the mapping of concrete implementation experiences across different curriculum areas. The findings show that artificial intelligence does not operate as mere technological supplement, but as a reconfigurer of educational dynamics when integrated into coherent pedagogical projects. Innovation emerges less from the technology itself than from curricular decisions that position it as a means of cognitive development, respecting heterogeneous learning rhythms and expanding access to analysis and creation processes that transcend the limits of a conventional classroom.