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Inteligência Artificial Generativa na Era Digital do Ensino Básico em Portugal: Recomendações e Estratégia de Implementação para o Uso de IAG
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Orientador(es)
Resumo(s)
A rápida evolução da Inteligência Artificial Generativa (IAG) tem gerado transformações
significativas nos diversos domínios da sociedade, sendo a Educação um dos setores mais
impactados. Este estudo tem como objetivo principal explorar de que forma a IAG pode ser
integrada de forma ética, eficaz e contextualizada no Ensino Básico em Portugal. A
investigação seguiu uma metodologia de Design Science Research e uma revisão sistemática
da literatura (com o modelo PRISMA), que permitiu selecionar e analisar 28 artigos alinhados
com os critérios definidos. A partir desta análise, foram identificadas práticas promissoras,
limitações recorrentes e tendências emergentes no uso de IAG em ambientes escolares e na
formação de professores. Com base nos dados obtidos, o estudo propõe um conjunto de
recomendações organizadas em cinco áreas estratégicas: formação docente; infraestrutura
tecnológica e acesso; currículo e planeamento; ética e segurança digital e inovação
pedagógica com IAG. Estas recomendações são acompanhadas de exemplos práticos
adaptados aos diferentes ciclos do Ensino Básico (1º, 2º e 3º ciclos), de forma a garantir
aplicabilidade real no contexto educativo nacional. Adicionalmente, apresenta-se uma
estratégia para a implementação faseada e uma matriz de responsabilidades que visa facilitar
a adoção prática das medidas propostas por parte dos diversos atores educativos. O trabalho
culmina numa visão integrada e crítica sobre os desafios e potencialidades da IAG,
sublinhando a importância de políticas públicas, formação contínua e envolvimento das
comunidades escolares para garantir uma utilização responsável, segura e inovadora destas
tecnologias. Esta investigação contribui para o debate atual sobre o futuro da Educação na Era
Digital e fornece orientações para escolas, docentes, decisores políticos e investigadores.
The rapid evolution of Generative Artificial Intelligence has significantly transformed various societal domains, with education being one of the most impacted. This study aims to explore how Generative Artificial Intelligence can be ethically, effectively and contextually integrated into Portuguese Basic Education. The research followed a Design Science Research methodology and a systematic literature review (with PRISMA model), which enabled the selection and analysis of 28 articles aligned with the defined criteria. From this analysis, promising practices, recurring limitations and emerging trends in the use of Generative Artificial Intelligence in school settings and teacher training were identified. Based on the findings, the study proposes a set of recommendations organized into five strategic areas: teacher training; technological infrastructure and access; curriculum and planning; digital ethics and safety and pedagogical innovation with Generative Artificial Intelligence. These recommendations are supported by practical examples tailored to the different levels of basic education (1st, 2nd, and 3rd cycles), ensuring real applicability within the national educational context. Additionally, strategies about a phased implementation and a responsibility matrix are presented to facilitate the practical adoption of the proposed measures by different educational stakeholders. The study concludes with an integrated and critical vision of the challenges and opportunities posed by Generative Artificial Intelligence, emphasizing the importance of public policies, continuous training and school community engagement to ensure responsible, safe and innovative use of these technologies. This research contributes to the current debate on the future of Education in the Digital Age and provides guidance for schools, teachers, policymakers and researchers.
The rapid evolution of Generative Artificial Intelligence has significantly transformed various societal domains, with education being one of the most impacted. This study aims to explore how Generative Artificial Intelligence can be ethically, effectively and contextually integrated into Portuguese Basic Education. The research followed a Design Science Research methodology and a systematic literature review (with PRISMA model), which enabled the selection and analysis of 28 articles aligned with the defined criteria. From this analysis, promising practices, recurring limitations and emerging trends in the use of Generative Artificial Intelligence in school settings and teacher training were identified. Based on the findings, the study proposes a set of recommendations organized into five strategic areas: teacher training; technological infrastructure and access; curriculum and planning; digital ethics and safety and pedagogical innovation with Generative Artificial Intelligence. These recommendations are supported by practical examples tailored to the different levels of basic education (1st, 2nd, and 3rd cycles), ensuring real applicability within the national educational context. Additionally, strategies about a phased implementation and a responsibility matrix are presented to facilitate the practical adoption of the proposed measures by different educational stakeholders. The study concludes with an integrated and critical vision of the challenges and opportunities posed by Generative Artificial Intelligence, emphasizing the importance of public policies, continuous training and school community engagement to ensure responsible, safe and innovative use of these technologies. This research contributes to the current debate on the future of Education in the Digital Age and provides guidance for schools, teachers, policymakers and researchers.
Descrição
Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Knowledge Management and Business Intelligence
Palavras-chave
Inteligência Artificial Generativa Educação Ensino Básico Formação de Professores Transformação Digital na Educação Educação do Futuro Inovação Pedagógica SDG 4 - Quality education SDG 9 - Industry, innovation and infrastructure