FROM DIGITAL LITERACY TO ARTIFICIAL INTELLIGENCE LITERACY: A LITERATURE REVIEW ON POLICIES, PRACTICES, AND GAPS IN BRAZILIAN BASIC EDUCATION WITH A FOCUS ON TOCANTINS

The expansion of digital technologies and Artificial Intelligence (AI) has reconfigured school practices, forms of knowledge production, teaching-learning processes, and demands for citizenship education in basic education. In this context, the problem emerges of understanding how scientific and normative literature has addressed the transition from digital literacy to AI literacy, especially in view of the conceptual, pedagogical, curricular, and regional gaps related to the critical implementation of these technologies in Brazilian and Tocantins public schools. The objective of this study was to analyze the scientific and normative production on digital literacy, critical literacy, and AI literacy in basic education, identifying trends, gaps, and implications for the Brazilian and Tocantins contexts. The methodology consisted of a literature review guided by the PRISMA guidelines, with searches conducted in Google Scholar, Scopus, Web of Science, and Redalyc, using Boolean operators, followed by Content Analysis according to Bardin. The results showed that AI literacy should be understood as a sociotechnical, critical, and ethical competence, articulated with digital literacy, teacher education, pedagogical mediation, curriculum, and public policies. It was also found that the BNCC, BNCC Computing, and Tocantins Law No. 4,752/2025 provide a relevant normative basis, but their effectiveness depends on infrastructure, continuing teacher education, teaching materials, data protection, and pedagogical assessment. It is concluded that AI should be incorporated into schools not as an automatic solution, but as a formative axis aimed at intellectual autonomy, student authorship, digital inclusion, and critical citizenship.