ARTIFICIAL INTELLIGENCE IN CONTEMPORARY EDUCATION: SUPPORT, MEDIATION, AND RESPONSIBILITY

Abstract

This article aimed to critically analyze the impacts of artificial intelligence on contemporary teaching practices, focusing on pedagogical mediation, ethical responsibilities, and systemic risks arising from digital inequality and data governance. The topic addressed the integration of artificial intelligence-based technologies in the educational context and their implications for teaching activity, equity in access, and information control. It was a bibliographic research based on national and international authors, whose works were selected according to criteria of timeliness, thematic relevance, and theoretical rigor. Data were obtained through interpretative analysis of texts published between 2020 and 2025, using the CAPES Journals database. It was found that the presence of artificial intelligence in school environments requires the maintenance of teacher centrality, the existence of clear institutional regulations, and ongoing critique of the limitations imposed by algorithmic logic. Furthermore, the lack of adequate infrastructure and targeted public policies may deepen educational inequalities, undermining the right to learning and data security. The analysis showed that technology alone does not ensure educational improvement and that its adoption demands ethical reflection, qualified pedagogical action, and institutional commitment to educational justice.