TECHNOLOGIES IN EDUCATION AND ARTIFICIAL INTELLIGENCE: PATHS, LIMITS, AND INNOVATIVE PEDAGOGICAL PRACTICES

Abstract

Artificial intelligence has expanded its presence in education by offering resources capable of personalizing activities, supporting formative assessment, generating content, and fostering more interactive learning experiences. This study aims to analyze the potential of artificial intelligence within the educational context, the key ethical challenges associated with its use, and its contributions to active teaching and learning methodologies. It is a qualitative literature review based on publications from 2017 to 2026, sourced from databases such as SciELO, Google Scholar, and ERIC, as well as journals specializing in education and technology. The descriptors "artificial intelligence," "education," "active methodologies," "ethics," "teaching," and "learning" were used, combined via Boolean operators. The results indicate that artificial intelligence can strengthen practices such as the flipped classroom, project-based learning, and problem-solving by enabling rapid feedback, personalized learning paths, and greater student autonomy. However, the literature also highlights risks related to data privacy, algorithmic bias, technological dependency, unequal access, and the uncritical use of automated content. In this scenario, the teacher remains a mediator, responsible for contextualizing technologies, fostering collaboration, and ensuring pedagogical intentionality in the proposed activities. The study concludes that integrating artificial intelligence into education offers significant pedagogical potential, provided it is guided by ethical principles, continuous teacher training, transparency, digital inclusion, and pedagogical planning centered on students' critical, creative, and autonomous development.