USE OF ARTIFICIAL INTELLIGENCE IN LESSON PLANNING: A TEACHING PRACTICE REPORT IN THE 4TH GRADE OF ELEMENTARY SCHOOL

Abstract

The advancement of digital technologies has transformed various dimensions of pedagogical practice, including teacher planning. In this context, Artificial Intelligence (AI) emerges as a potential tool to assist teachers in creating activities, organizing content, and developing didactic strategies. This study analyzes the possibilities and limits of using AI tools in pedagogical planning for a 4th-grade elementary school class in a public school. It is an experience report with a qualitative approach, conducted through the use of generative AI systems in the lesson planning process and the development of pedagogical activities. The results indicate that AI can contribute to the expansion of didactic ideas, optimization of planning time, and diversification of pedagogical strategies. However, the need for critical mediation by the teacher also became evident, especially in tailoring proposals to the class context and pedagogical objectives. The study concludes that artificial intelligence can serve as a supportive resource for teaching work, provided it is used reflectively and in articulation with the teacher's pedagogical knowledge.