Os desafios para a formação de professores na era das inteligências artificiais

Abstract

We are currently experiencing rapid technological advances, an example of which was the rapid popularization of artificial intelligence tools, such as ChatGPT and others. These advances are incorporated in one way or another into the educational sphere, with various implications for teaching and learning processes. Thus, this research fits into this context and has as its main objective to verify how students in the geography degree program at UFPB use AI tools in their initial training process. The research starts from a critical theoretical perspective based on the choice of the Theoretical Framework for the study, always with a critical eye and concern for the effects of AI on education. In terms of methodology, this research can be classified as qualitative in approach and, in terms of objectives, it can be considered descriptive and exploratory with a case study. For data collection, the instrument adopted was a thematic questionnaire applied to students in the 8th and 9th periods, divided into two parts: the socioeconomic and cultural profile of undergraduate students in the geography program at UFPB Campus I, and the use of AI in the initial training process of students in the geography program at UFPB. The research outlined the profile of students by gender, age, and whether they intend to teach after graduation. In addition, half are from public schools and more than half are working