Inteligência artificial & educação online na escola pública: possibilidades e alcances

• Ano de defesa: 2022
• Autor(a) principal: Matos, Lidiene Costa da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Administração
• Palavras-chave em Português: Inteligência Artificial; Matemática; Modelagem/Projetos; TDIC; Artificial Intelligence; Mathematics; Modeling/ Projects; CNPQ::OUTROS; Ciência - Estudo e ensino; Inteligência artificial - Aplicações educacionais; Métodos de modelagem; Educação e tecnologia
• Link de acesso: https://repositorio.ufu.br/handle/123456789/34600; http://doi.org/10.14393/ufu.di.2022.164

This research took place in the context of "Online Education in a period of pandemic", to assist students in academic needs in the discipline of Mathematics. Pandemic that prompted me to want to know: How to develop project work on artificial intelligence in public schools in the context of online education? Faced with this situation, online education was the only way to reach students with information to aid in learning and protect health and life. Thus, this research aims to understand how the work of projects on Artificial Intelligence was implemented, in the remote modality, with high school students. The methodology adopted was qualitative research to value the process and not the result, in relation to the objectives, the participant research stood out, in relation to the procedures, participant observation was chosen and for the analysis of the results, data triangulation was used. . In the results and in the discussions, the work with projects brought an approach in the perspective of the digital culture, in which the students are able to socialize with each other, to interact in the areas of knowledge and to share information in the virtual learning environments; from the perspective of transmedia narrative, finding support from the convergence of TDICs, using digital technological resources provided by the internet; Regarding student engagement, this was manifested in the proactiveness of following the webquest learning path and the Artificial Intelligence project in the development of the educational practice of teaching function and algebra. It is concluded that students were encouraged to develop skills and abilities in curricular contents, through mathematical modeling with projects, modifying the social and academic context.