ARTIFICIAL INTELLIGENCE IN EDUCATION IN ITAPEMIRIM/ES: PRACTICES, CHALLENGES AND UNDERSTANDINGS

Práticas, Desafios e Compreensões

Authors

DOI:

https://doi.org/10.25755/int.41156

Abstract

Artificial Intelligence (AI) is a fascinating field that has sparked debate and interest in various sectors of society, including education. However, in order to fully understand its presence, functioning, and impact, it is crucial to clearly and formally outline its nuances and applications. This article aims to show the partial results of an ongoing investigation into the use of AI in pedagogical practices in 45 schools in the city of Itapemirim/ES. The methodology used is exploratory research, with the application of an online form (Google Forms), consisting of 11 objective questions and 1 discursive question. We obtained the participation of 170 teachers, covering early childhood education, elementary school I, and elementary school II. In the results, we can see that, due to the interest of some teachers based on their first initiatives in using AI, there is a growing familiarization and recognition of the (im)possibilities of this technology in education. We conclude that the lack of “trust” in AI may be related to a lesser familiarity with the technology, the experiences.

Author Biographies

Allan, Estacio de Sá University (UNESA)

PhD and Master's degree in Education from the Postgraduate Program in Education at Estácio de Sá University (PPGE/UNESA), in the area of ​​Information and Communication Technologies in Educational Processes (TICPE). Researcher at the Research Group on Online Education and Networked Learning (GIEAp) - CNPq/Unesa, and at the Luso-Brazilian Center for Research and Investigation of Educational Technology (NIPTecEdu Luso-Brasileiro). Specialist in School Physical Education, Psychomotricity Applied to Education, Dance and Body Awareness, and School Supervision, in addition to a degree in Physical Education and Arts. Public servant since 2003, statutory in the Municipality of Itapemirim/ES and CLT in the Government of the State of Espírito Santo (SEDU), teaching subjects such as Physical Education, and Digital Media and Body Practices. National Pact for Overcoming Illiteracy and Qualification in Youth and Adult Education in the state of Espírito Santo (PACTO MEC/EJA-ES). In addition to her experience in class teaching, she worked in the Coordination of Sports and Cultural Projects in the Municipality of Itapemirim/ES, and coordinated and taught Continuing Education activities at the local Education Department (SEME) between 2018 and 2024. She currently conducts research that focuses on various conceptions, critical perspectives, and epistemological and pedagogical processes related to digital technologies and their integration in education, covering areas such as distance learning, remote learning, hybrid modalities, teacher training, curriculum development, public policies, and in-depth studies on the application of Generative Artificial Intelligence in Education and emerging technologies.

Andrea, Estacio de Sá University (UNESA)

Post-Doctorate in Education from the Federal University of the State of Rio de Janeiro (UNIRIO). PhD in Education from the State University of Rio de Janeiro (UERJ). Graduated in Pedagogy from UNIRIO, where she also completed a Master's degree in Education in the line of Subjectivity, Culture and History of Education. Specialist in Planning, Implementation and Management in Distance Education from the Fluminense Federal University (UFF). Currently, Institutional Coordinator of Research, Extension and Memory - DESUP / FAETEC (DIRSUP). Coordinator of the NITC (Center for Innovation, Technology and Science) linked to the Directorate of Higher Education - DESUP / FAETEC (DIRSUP). Institutional Coordinator of PIBID (2020-2022); (2022-2024). Professor in the Undergraduate Course in Pedagogy and in the Postgraduate Course in Integrated Management at the Higher Institute of Education of Rio de Janeiro. Assistant Professor in the Stricto Sensu Postgraduate Program in Education at Estácio de Sá University, in the Research Line Information and Communication Technologies in Educational Processes. Member of the National Association of Didactics and Teaching Practices (ANDIPE). Member of the National Association of Postgraduate Studies and Research in Education (ANPEd) and Ad-hoc Reviewer of GT 13. Leader of NIPTecEdu – Luso-Brazilian (Luso-Brazilian Center for Research and Investigation of Educational Technology), linked to the University of Minho (Portugal). Leader of the research group Teacher Training and Educational Technologies/FORPROTEC/FAETEC-CNPq, with an ongoing project funded by FAPERJ (Announcement No. 06/2022). Researcher at the Study and Research Group on Assessment and Curriculum/GEPAC/UNIRIO-CNPq. Areas of expertise: Learning Assessment, Curriculum, Educational Policy, New Pedagogical Models Using Technology, Hybrid Education, E-learning and Blended Learning, Copyright in Online Education, Cyberliterature, Digital Literature and Reading, Education, Communication and Culture, Professional Development of Teachers, Educational Technology, Digital Literacy, Educational Robotics and Computational Thinking, Artificial Intelligence and Emerging Technologies. Publications in books, book chapters and Qualis journals.

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Published

2026-01-20

How to Cite

da Silva Nazareth, A., & Villela Mafra da Silva, A. (2026). ARTIFICIAL INTELLIGENCE IN EDUCATION IN ITAPEMIRIM/ES: PRACTICES, CHALLENGES AND UNDERSTANDINGS: Práticas, Desafios e Compreensões . Interacções, 22(74), 1–34. https://doi.org/10.25755/int.41156

Issue

Vol. 22 No. 74 (2026): Chamada de artigos: Edição em fluxo contínuo

Section

Number 25 - Special Number - Adolescence, Gender and Violences

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Copyright (c) 2026 Allan da Silva Nazareth, Andréa Villela Mafra da Silva

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