Filosofia da tecnologia e teoria da atividade na formação docente: fundamentos para se discutir a IA na educação tecnológica.

Abstract

Generative Artificial Intelligence (GenAI) is increasingly present in education, challenging traditional pedagogical models and redefining the role of teachers. Based on Fleck's epistemology, Technological Education is defined as a style of thinking that guides collective ways of thinking and acting in the relationship between science, technology and education. This thesis analyzes how Philosophy of Technology (FT) and Yrjö Engeström's Activity Theory (AT) can contribute to understanding how GenAI has influenced the dynamics of technological education.The study explores how these theoretical approaches contribute to a reflective analysis of AI’s impact on teacher training and pedagogical practice. The Philosophy of Technology allows for an understanding of AI as a sociotechnical phenomenon shaped by values and interests, while Activity Theory provides a framework for analyzing AI as a mediating tool that reconfigures the division of labor in education. The research employs a qualitative methodology, including a bibliographic review and content analysis of international and national documents on AI in education, as well as UNESCO publications. Findings indicate that implementing GenAI in education requires critical and reflective teacher training that enables educators to understand its ethical, pedagogical, and social implications. Moreover, the study highlights the need for technological literacy strategies that promote the equitable and transformative adoption of AI. It is concluded that the combination of Philosophy of Technology and Activity Theory provides a theoretical framework for understanding the contradictions and challenges that emerge from the adoption of AI in education, assisting in the construction of pedagogical practices and the formulation of teacher training programs in the field of technological education.