ARTIFICIAL INTELLIGENCE IN THE REGULAR CLASSROOM: POSSIBILITIES AND LIMITATIONS

Abstract

The advancement of Artificial Intelligence (AI) has transformed educational practices, offering new possibilities for teaching and learning in regular classrooms. This chapter aims to analyze the potentialities and limitations of AI use in the school context, considering pedagogical, ethical, and formative aspects. The methodology is qualitative, based on a bibliographic review grounded in authors such as Pierre Lévy (2010), Seymour Papert (1994), and Paulo Freire (1996), ho discuss the role of technologies in knowledge construction and learner autonomy. The results indicate that AI can promote personalized learning, inclusion of students ith different learning styles, and enhancement of teachers’ pedagogical planning. However, limitations are evident in technological dependence, insufficient teacher training, and digital access inequalities. It is concluded that the use of AI in education must be guided by ethical and pedagogical principles that prioritize human development, critical thinking, and equity. Therefore, rather than replacing the teacher, AI should be understood as an ally in the educational process.