Oficina de formação de professores: o uso da inteligência artificial generativa na rede municipal de Ourinhos

Abstract

In today’s educational landscape, the fast growing advancement of technology can be observed across various sectors of society, including education. Technology is evolving, and the use of Generative Artificial Intelligence (AI) in teacher education promotes opportunities for personalized learning and the creation of materials that support pedagogical practice. To conduct this study, a teacher training program was implemented for basic education teachers in the municipal school system of the city of Ourinhos, providing them with professional development aimed at enhancing their skills in the use of Generative Artificial Intelligence in accordance with current educational guidelines, such as the Brazilian National Common Core for Computing (BNCC Computação).The training workshop was organized through the Google Classroom platform, being made out of seven modules and delivered synchronously online via Google Meet. The purpose of this research was to prepare teachers to use Generative Artificial Intelligence in the classroom through free digital tools capable of significantly improving teaching practices and learning outcomes. The study focused on identifying free AI tools with potential applications in teacher education, selecting an appropriate platform to host the training materials, designing modules with specific themes to support teachers’ development in the use of Generative Artificial Intelligence with in the municipal school network of Ourinhos, and analyzing the potential contributions of Generative Artificial Intelligence to teacher education. A qualitative research methodology was adopted, with data collected through Google Forms. Data analysis was qualitative and analytical, allowing for the collection, in-depth examination, and organization of information in a manner that facilitated dialogue with the theoretical framework. The findings indicate that the continuing professional development program met participants’ expectations and interests, with its relevance highlighted by the teachers themselves. Most participants reported positive contributions to their pedagogical activities through the use of Generative Artificial Intelligence. The data analysis method employed was Yin´s qualitative analytical approach, and the research gap addressed was the limited number of on line teacher training programs focused on the use of Artificial Intelligence. It is therefore considered that Generative Artificial Intelligence can become a valuable asset in teachers’ daily work, supporting classroom practices that are aligned with key educational guidelines while fostering student agency, knowledge construction, and active participation in their own educational journey.