Inteligência Artificial Generativa e as Transformações no Trabalho Docente

This article investigates the transformations in teaching work in the face of the rise of generative artificial intelligence (GAI) and the new configurations of pedagogical practice in the digital context. Based on a bibliographic review supported by contemporary authors in the fields of education and technology, it seeks to understand how AI-based tools influence pedagogical practices, teaching and learning processes, and the interactions between teachers and students. It also examines the impact of digital culture on teachers’ professional identity and on the formative demands imposed by technological society. The results indicate that, although GAI does not replace the educator’s role, it redefines their functions, expanding the need for critical, ethical, and creative competencies for knowledge mediation. It is concluded that the effective and responsible integration of artificial intelligence in education depends on continuous teacher training and the appreciation of educators as central agents in the educational process.