Artificial intelligence in basic education in the Amazon: Demands, partnerships, and distrust

Abstract

This article discusses the presence of artificial intelligence in the public basic education system of the second largest state within the Brazilian Legal Amazon. The qualitative, exploratory research aimed to investigate the challenges and understandings related to the adoption of such technologies for educational management and pedagogical practices in the state of Pará. Interviews were conducted with school administrators, teachers, coordinators of educational technology centers, representatives of startups, and officials from the State Department of Education. In addition, twenty public schools were visited, and institutional documents were analyzed. Content analysis suggests that, with the exception of teachers, participants tend to emphasize the potential benefits of these technologies while attributing little relevance to the educational specificities of a multicultural territory. The findings also indicate a demand for such technologies, justified by the intention to reduce educational inequalities, alongside teachers’ distrust regarding their effectiveness and the possible consequences of their use.