Artificial Intelligence and undergraduate courses in Brazil:

an analysis of guidelines and guiding documents

Abstract

This article investigated the presence of specific guidelines for the integration of Artificial Intelligence (AI) licentiate degree programs in Brazil, through the analysis of the national curriculum guidelines and guiding documents from the Ministry of Education. The research revealed the absence of clear recommendations on the incorporation of AI into teacher training curricula, identifying gaps in how technologies should be inserted into education curricula to prepare teachers for responsible use of AI. The results showed that AI is little discussed in the guidelines and that, when we find them, they are more related to the usability of tools. The lack of guidelines ultimately leads to a greater acceptance of the education platforming phenomenon, which increasingly results in educational systems dependent on products and training from big companies. The study pointed to the importance of greater integration of AI in curriculum guidelines to prepare future teachers to deal with the challenges and opportunities offered by technologies already used in education.