MATHEMATICS TEACHER TRAINING AND THE ARTIFICIAL INTELLIGENCE CURRICULUM FOR BASIC EDUCATION – UNESCO

Abstract

Artificial Intelligence (AI) technology is increasingly present in the daily life of an information and knowledge society. There are countless tools reported by the media, aimed at different areas, including Education. Thus, initiatives such as the preparation of a UNESCO report, which lists, among other aspects, the AI curricular content, could contribute to rethinking the digital skills necessary for teachers who will work in Basic Education. Given this, the question that guided this study was: What digital skills are present in BNC-Formação and BNC-Formação Continuada and how could they be related to the categories and thematic areas of the AI Curriculum for Basic Education proposed by UNESCO? And its general objective: to analyze which digital skills for teachers are present in the BNCC-Training and BNCC-Continuing Training, to relate them to the categories and thematic areas of the Artificial Intelligence Curriculum for Basic Education proposed by UNESCO, and in light of this scenario to reflect on the training of mathematics teachers. Furthermore, it is characterized as qualitative research and Grounded Theory was used as an investigation strategy. In the end, it was possible to verify that the digital competence with the highest incidence in BNC-Training and BNC-Continuing Training was Pedagogical, which can be related to the AI Fundamentals category, and that there is evidence that the use of Computational Thinking associated with the curriculum of mathematics could contribute to dealing with AI in the initial and continuing training of mathematics teachers, however, not just presented in a basic way.