GENERATIVE ARTIFICIAL INTELLIGENCE IN MUNICIPAL EDUCATION: PERCEPTION OF TEACHERS IN FORTALEZA-CE

PERCEPÇÕES DE PROFESSORES EM FORTALEZA-CE

Abstract

Despite the advancement of Generative Artificial Intelligence (GAI)-based tools and their transformative potential in the educational field, challenges remain regarding how these technologies are being integrated into the educational context, especially in municipal schools. Therefore, this study aims to analyze the use of GAI in the educational context of public schools in the municipality of Fortaleza-CE. The investigation will be conducted from an interpretivist perspective, using inductive logic and a qualitative approach. Data were collected through semi-structured interviews with managers and teachers of elementary school II from six municipal schools. The main results indicate that GAI is being used by teachers in the Fortaleza municipal school system on an individual initiative, focusing on pedagogical planning, material production, and optimization of teaching work. Benefits related to productivity, creativity, and pedagogical innovation are recognized, but the adoption of these tools is still poorly institutionalized, marked by infrastructure limitations, lack of systematic training, and a lack of clear guidelines for their use. The research suggests increasing the hours of the IAG training workshops offered by the Teacher Academy, which are currently limited to 3 hours, to make them more compatible with longer courses and possible career incentives for teachers.