Perspectivas teórico-filosóficas sobre a inteligência artificial à luz de Pierre Lévy: ontologia, desenvolvimento e possibilidades em processos educacionais

Abstract

The insertion of Digital Technologies (DT) in educational processes demands theoretical-philosophical studies with a view to supporting research that seeks to understand its impact on the contemporary society that is established at a speed never seen before. Among these technologies, Artificial Intelligence (AI) and its supports occupy a prominent space given the volume of applications and demands of society. In this bias, the present study is directed to the Teaching of Mathematics and the objective is to seek understandings and approaches in Lévy’s works that support the use of information and communication technologies in education and to establish discussions about the possibilities of inserting AI. Faced with the challenge of teaching and integrating the areas of education and technology in Mathematics and Science Teaching, in general, the conceptual backdrop for the present investigation is designed, namely: What theoretical-philosophical approaches are revealed in the works of Pierre Lévy and that can shed light on reflection on the insertion of AI in educational processes? To answer this question, a qualitative and exploratory research was carried out, through a Literature Review. To this end, the work had Lévy’s notions as one of the main objects of analysis, which proposes theoretical reflections on AI from educational and theoretical-philosophical perspectives. These perspectives, in general terms, can outline conditions of possibility and ways in which the use of AI can cause impacts and provide transformations that are related to the contemporary informational society. As final considerations on the research, in the light of Lévy’s philosophical thought on the researched subject, we sought to establish relationships with his work, pointing out the understandings and connections between the ontological, epistemological and axiological aspects in the trajectory of AI as a way of presenting the possibilities of its insertion in educational processes.