Skills for educating in the age of AI and the challenges of the Brazilian context 

Ana Paula Almeida. Andreza Garcia Lopes, Maria Clara Martins Rocha, Maria Regina Lins  

It is possible to say that artificial intelligence (AI) has since its origins pillars  interdisciplinary. Studies that gave rise to the field of “machine learning”,  which currently makes up part of the AI ​​area, had a neuropsychologist and a  mathematician, Warren McCulloch and Walter Pitts, respectively, as its pioneers.  These, in 1943, announced in a publication the creation of the first artificial neuron  (BASILIO, 2020). 

At the Dartmouth Conference in 1956, John McCarthey and a group of  Scientists coined the term "artificial intelligence," marking the formal beginning of this vast  field of study. Around the same time, the first chess programs demonstrated  reasoning activities. In the 1960s, Alan Turing developed the "Turing test",  which aimed to determine whether a machine was intelligent. The test consisted of the interaction of  a person with a machine through a keyboard and monitor, without knowing if he was  talking to a human or machine. If the person could not distinguish, the  machine would be considered approved. Like this, Alan Turing became known as the "father of  artificial intelligence". 

In the following decades, computer scientists focused on developing  of technologies for more specific areas, such as medicine and industry. The AI  sub-symbolic, in turn, also called connectionist AI, was developed for the  medical field, with an emphasis on artificial neural networks and learning algorithms. After  success in healthcare, connectionist AI has been applied in several areas, including deep  learning, with significant advances since the 2000s, especially with the emergence of natural language processing techniques. In this way, the  Artificial intelligence is being used in various industries and commercial services with  advanced algorithms including convolutional neural networks and generative adversarial networks  (deep learning consisting of two competitive neural networks, providing the  falsifiability of the data generated) (FERRAREZI, 2023). 

Although it has an interdisciplinary bias, AI is officially a branch of science  of computing that researches algorithms and systems capable of simulating processes  human cognitive. These systems can learn from data and make decisions. They are  capable of performing tasks that would normally require human intelligence, such as  pattern recognition, decision making and language processing  natural. 

Far from ostracism, technological development has become increasingly  more present in society. In our homes, at work, in schools, when we have  requesting a service, be it medical or simply to request that your  device plays your favorite song. What has allowed us to make this progress is the  development of AI, which through the programming of algorithms, consists of trying to  make systems think and act like humans. 

With their further improvement, AIs expand with applicability and  access also in the educational field. Thus, a complexity of challenges and  opportunities arise in the discussion about responsible, ethical and conscious use of AI, and  point to the regulation of this use. In a practical sense, AI presents  significant opportunities to improve the teaching-learning process. Such  as, challenges and risks that compel a general mobilization of both those who  make up this area in some instance as well as the public policies that involve it. 

With the introduction of AI in the educational field, Technology and Unit  Artificial Intelligence in Education at UNESCO, sought to guide governments, systems  educational institutions and teachers in the appropriate use of AI with publication of the document  titled “AI curricula for basic education: a mapping of AI curricula  approved by governments” (2022). In this research, we analyzed  internationally 14 curricula approved by governments for teaching AI in  basic education. In view of this analysis, the concepts, content and  implementation of these curricula in order to guide the development of a  action on AI skills. 

Taking into account UNESCO recommendations on curricula for  Artificial Intelligence, Brazil presents itself as a country behind in relation to others who already have regulated curricula. This is due to the evident inequality  socioeconomic status of the Brazilian educational scenario, especially during the pandemic,  which highlighted the lack of access to technology for remote education. This scenario also  called into question the scope of the National Common Curricular Base (BNCC), which leaves  open this technological need. This highlights the need for investment and  monitoring existing public policies to reduce disparities  educational and social in the country. 

The BNCC, the normative document for basic education, lays the foundations for the  preparation of curricula for public and private networks. Created in 2017, this  document brings a new educational proposal in the light of ten skills, distributed in the acquisition of skills and knowledge to be developed  throughout the educational process, aims, however, to constitute subjects capable of  exercise of citizenship and work (ARAUJO, 2024). The elaboration of these  skills advances with regard to digital skills, within the context of  digital culture (according to skills number 5 and 4), highlighting them from the  critical and ethical training. 

It is worth highlighting that resolution CNE/CP 25/2022 proposes the inclusion of  curricular component "computing and its technologies" aiming to integrate  of educational processes with digital literacy and digital skills within  of basic education. The resolution is able to specify which skills are  students need to develop throughout the educational process to achieve these  digital skills integrating digital culture. In this way, it becomes clear that  need for training of educators for this process to take place. 

Such normative documents in the area of ​​education seek to promote the integration of digital culture, but do not directly address the use of Artificial Intelligence. For educators to be prepared to deal with advances in AI, it is essential to acquire digital skills related to technology, such as computational thinking, programming and digital ethics. The effective integration of AI in teaching allows you to personalize learning, automate administrative tasks and promote pedagogical innovation, without neglecting the emotional skills necessary for student development. The collaboration between technology and human skills is fundamental to preparing students for an increasingly technological world, maintaining the importance of interpersonal relationships. 

According to an analysis by UNESCO (2022), regarding AI curricula, three categories are considered: AI Fundamentals which comprises the thematic areas of algorithms and programming; data literacy; problem solving contextual; the category of ethics and social impact which encompass the thematic areas of AI ethics; social implications of AI; and the category of understanding, using and developing AI with the following thematic areas: AI applications for other domains; understanding and using AI techniques; understanding and using AI technologies; and AI development. 

Unlike the international context analyzed by UNESCO (2022), a  Integrating AI into Brazilian schools requires public policies that encourage a  curriculum appropriate to ICT (Technologies, Information and Communication). Above all,  think about emergency plans for the training and updating of educators in  AI-related skills to ensure quality and aligned education  with the demands of the 21st century. The continued training of education professionals,  combined with inclusive educational policies and investments in technology, are  fundamental to preparing Brazilian schools for the AI ​​era and promoting a  innovative, equitable and student-centered education. 

Educating in the age of AI means being prepared to use and understand these  technologies and thus prepare students to use them critically and ethically,  developing complex problem-solving skills, collaboration and  critical thinking. AI can also be explored in field of creativity, used  as an instrument of training for this human ability, as a resource for  expression, communication and innovative ideas. 

The debate between AI and education is necessary and constant. It is through this means that AI  presents new perspectives on the role of the school, especially in the context  sociocultural with collaboration between humans and AI. This impacts CVs,  training of teachers and students, and the technological infrastructure of schools. That  debate rages on how AI can be used to stimulate learning and  support teachers in the classroom, minimizing negative impacts. 

The current moment is one of confluence between IA and education, according to Pereira and Moura  (2023), and this is what leads us to ask about the need for training for critical and  responsible for AI tools. Training that aims at AI literacy as a competence for the exercise of citizenship, and should therefore have a greater reach in Brazilian society. Considering school education as a fundamental basis for subject formation, it is important to mention that the Brazilian educational context must be prepared for the digital transformations that we are experiencing.

Although the urgency of preparing for the use of AI in education is latent, there is still not much evidence of what steps must be taken to achieve this process is established with the necessary speed and equivalent to the advances of AI in society. In addition to the regulations already in process and the BNCC guarantee regarding digital skills, new strategies need to be explored to encourage and ensure that this process does not increase the country's social inequality in the educational context. 

However, education scenarios regarding the insertion of AI are not yet  solidified, they lack a basis that promotes training and updating of  teachers to deal with this technology in the classroom, in addition to the infrastructure  technology in schools. For example, the Brazilian educational system is divided between  private and public, which is characterized by a distance between students who study  in structured and technologically equipped schools and others that have  difficulty even traveling to get to the school center. THE  agile AI development requires educators, even in the face of this discrepancy,  of the Brazilian social scenario, adapt to new technologies and methodologies,  preparing to effectively integrate AI into their teaching practices.  These shape, AI becomes an ally of the pedagogical process, turning to  trend towards more efficient, personalized and accessible education, in other  words, supporting educational change. 

References 

ARAUJO, Camila Sabino. Insertion of artificial intelligence in education. Magazine  Illustration, Cruz Alta, v. 5, no. 2, p. 53-60, 2024. Available at: https://journal.editorailustracao.com.br/index.php/ilustracao/article/view/301/240. Accessed on: 4 Jul. 2024. BASILIO, Rodrigo. Decoding cognitive states using neuroimaging and  machine learning methods. 2020. 114f. Thesis. (Doctorate in Science  Medical Sciences) - Postgraduate Program in Medical Sciences. Instituto Dor Pesquisa e  Teaching, Rio de Janeiro, 2020. FERRAREZI, Thiago. Types of AI: Characteristics and applications. Artificial intelligence  (IA). Online Class: EBAC, 2024. PEREIRA, Ives da Silva Duque, & MOURA, Sergio Arruda de. Theoretical explorations  and opportunities for curricular integration of artificial intelligence (ai) literacy in basic  education. SciELO Preprints. 2023. Available at:  https://doi.org/10.1590/SciELOPreprints.7294. Accessed on: 3 Jul. 2024.UNESCO. AI curricula for basic education: a mapping of AI curricula  AI approved by governments. Paris: UNESCO, 2022. Available at:  https://unesdoc.unesco.org/ark:/48223/pf0000380602_por. Accessed on: 5 Jul. 2024.