GENERATIVE ARTIFICIAL INTELLIGENCE IN THE CONTINUING PROFESSIONAL DEVELOPMENT OF BASIC EDUCATION TEACHERS: POTENTIALITIES, ETHICAL CHALLENGES, AND PEDAGOGICAL PERSPECTIVES

Abstract

This article aims to critically analyze national and international scientific production on the use of Generative Artificial Intelligence in the continuing professional development of basic education teachers, considering its pedagogical potential, ethical challenges, and implications for the innovation of teaching practices. This is a qualitative bibliographic study based on the review of books, scientific articles, institutional documents, and international reports published primarily between 2019 and 2026. The study dialogues with authors such as Gardner, Lévy, Kenski, Moran, Selwyn, Holmes, Bialik, and Fadel, as well as documents from UNESCO and the OECD, in order to understand the relationship between digital culture, teacher competencies, and pedagogical mediation. The expected results indicate that Generative Artificial Intelligence can contribute to lesson planning, the production of teaching materials, the personalization of learning, and the diversification of pedagogical practices. However, its use requires critical, ethical, and contextualized continuing teacher education, especially in view of issues such as authorship, plagiarism, data privacy, algorithmic bias, and inequalities in access. It is concluded that Generative Artificial Intelligence does not replace teachers, but can strengthen their professional practice when integrated into humanized, inclusive, and socially committed pedagogical projects.