CURRICULUM IN TRANSFORMATION: IDENTITY, DIFFERENCE AND ARTIFICIAL INTELLIGENCE IN CONTEMPORARY EDUCATION

Abstract

School curriculum goes beyond the organization of content and constitutes a space of cultural choices, disputes over meaning, identity production, and definition of experiences considered legitimate in education. In contemporary society, this debate acquires new layers with the expansion of digital culture and artificial intelligence, which alter the ways knowledge is produced, selected, and circulated. This article analyzes the relationships among curriculum, identity, difference, and artificial intelligence, focusing on implications for teacher education and autonomy. It is a qualitative, analytical-interpretive bibliographic study based on Silva (2005), Dias (2025), Reis and Santos (2025), and Ridolfi et al. (2026). The analysis shows that traditional, critical, and post-critical curriculum theories formulate distinct questions about knowledge, power, identity, and difference. It also indicates that the incorporation of intelligent technologies is not neutral and must be understood as a curricular, ethical, and political issue. Continuing teacher education should foster critical technological literacy, information curation, pedagogical authorship, and recognition of cultural plurality. It is concluded that a democratic curriculum must articulate school knowledge, diverse experiences, and technological mediation without subordinating education to technical or algorithmic prescriptions.