Dialogues about Artificial Intelligence and Education in a public school in the outskirts of the estate of São Paulo

• Grant number: 24/22919-0
• Support Opportunities: Regular Research Grants
• Start date: May 01, 2025
• End date: April 30, 2027
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Eliane Fernandes Azzari
• Grantee: Eliane Fernandes Azzari
• Host Institution: Escola de Ciências Humanas, Jurídicas e Sociais (EHJS). Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil
• Associated researchers: Fernando Luis do Nascimento ; Saullo Haniell Galvão de Oliveira

Abstract

The current proposal presents a multidisciplinary and collaborative Project designed by two researchers from Brazil and one from the USA whose work fields are: Education and Languages, Digital studies and Ethics and Computational studies. The Project solidifies a novel partnership amongst two researchers affiliated to different Schools at the Pontifical Catholic University of Campinas and a researcher from Bowdoin College. It is a qualitative study, grounded on school ethnography, and framed as a Collaborative Action Research. It aims to broach humanistic, technical, ethic, and aesthetic issues pertaining to (Predictive/Generative) Artificial Intelligence and/in its interface with Basic Schooling Education within in-service teacher education contexts in public (state) schools in the outskirts of São Paulo, Brazil. Specifically, the researchers count on a pre-established partnership sealed by the team leader and the principal of a public state school in Campinas, SP. The deal assures that there will be a series of collaborative meetings in which the research team and the teachers will work together in two different moments of the day, once a month, during mandatory Collective Pedagogic Work Classes. Concerning the institutional Strategic Planning, the proposal meets the strategic axis dedicated to epistemological innovation, and besides using the facilities in the (partner) school grounds, there might be eventual meetings at the university. We justify this proposal by the contemporaneity and social relevance of the investigation focus, which aims at discussing ethical issues concerning the main theme, and which will hopefully stem from real and concrete teaching experiences in which the participants are immersed, besides the critically oriented digital literacy practices that the participants (teachers) will be stimulated (by the researchers) to engage on. The expected results include, but not only, highly qualified intellectual production, with strong potential to the research internationalization, and comprises its potential to promote social impacts in the university regional geographic area, as a positive consequence of the partnership between the team of scholars and the in-service teachers, who work in public education. (AU)