THE USE OF CHATGPT AND OTHER GENERATIVE AI AS A TOOL FOR ENGAGEMENT IN SCHOOL LEARNING

Abstract

This article analyzes the use of ChatGPT and other generative Artificial Intelligence tools as instruments for engagement in school learning, focusing on Basic Education. It is based on the understanding that contemporary technological transformations have reshaped pedagogical practices, teaching methods, and knowledge production. In this context, the study discusses how these technologies can contribute to increasing students’ interest, participation, and autonomy, considering the need for critical teacher mediation and pedagogical intentionality. The research adopts a qualitative, theoretical-reflective approach, combining a literature review with an analysis of the potential, limitations, and ethical implications of AI use in educational contexts. The results indicate that the pedagogical use of ChatGPT and other generative AI tools can foster more interactive, personalized, and participatory practices, provided that it is integrated with strategies that promote critical thinking, authorship, and reflection on the use of technology. It is concluded that generative AI, when used consciously and with proper mediation, can support the teaching and learning process, enhancing student engagement without replacing the role of the teacher.