ÉTICA, ALGORITMOS E JUSTIÇA SOCIAL: DILEMAS DA INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO

This article analyzes the ethical and pedagogical challenges arising from the incorporation of Artificial Intelligence (AI) into the educational field, considering the profound transformations this technology has brought to teaching and learning processes. The research, of a qualitative and bibliographic nature, is based on authors such as Floridi (2022), Pimenta and Lara (2022), and UNESCO (2023), seeking to understand how AI affects notions of authorship, data privacy, algorithmic transparency, and equity in access to knowledge. The analysis also discusses the teacher’s role as a critical mediator in the face of automated content generation and assessment systems, as well as the ethical implications of AI use in educational settings. The results indicate that an ethics of educational AI must be grounded in the principles of autonomy, equity, and social justice, ensuring that digital technologies are used to promote integral human development rather than subordinating pedagogical practices to technocratic logics.