Artificial Intelligence and Teacher Education: Pedagogical Possibilities for Science Teaching in the Early Grades of Elementary School

Abstract

The expansion of artificial intelligence (AI) requires teacher education to address pedagogical, ethical, and critical dimensions. This article examines the possibilities and limitations of using AI tools in science education during the early years of elementary school. Adopting a qualitative, bibliographic, and documentary approach, the study is grounded in the Brazilian National Common Curricular Base (BNCC), the Brazilian General Data Protection Law, and national and international research. As its main contribution, the article presents a classification of AI tools and a teaching sequence for fourth-grade students focused on food chains and ecosystem balance, aligned with BNCC skills EF04CI04, EF04CI05, and EF04CI06. The study concludes that AI can support lesson planning, accessibility, and formative assessment, provided that its use remains teacher-mediated, information is carefully verified, and children’s personal data are protected.