Artigo em periódico · 2026

BNCC Computação e Inteligência Artificial Generativa na Educação Básica: Desafios Epistemológicos, Curriculares e de Implementação

Renata Maria dos Santos

Educação, Inovação e Tecnologias Digitais

Resumo

This article examines the epistemological foundations and political-curricular tensions within the documents guiding the integration of the BNCC Computing guidelines and Generative Artificial Intelligence into Brazilian basic education. The study analyzes the conceptions of knowledge, the subject, and education inherent to these frameworks, as well as the tensions that emerge from their curricular incorporation. Methodologically, it employs a qualitative, theoretical-analytical approach based on document analysis of national curricular frameworks, Ministry of Education guidelines, and UNESCO publications. The findings highlight tensions between technical-instrumental perspectives and critical approaches, revealing competing views on the purpose of digital education. As a contribution, the paper proposes a critically oriented implementation framework structured around four interdependent layers: epistemological and ethical foundations, critical pedagogical experiences, teacher mediation and AI literacy, and governance driven by cognitive justice. Ultimately, the study concludes that official documents operate as discursive arenas in which societal projects, disputes over meaning, and political choices regarding the role of technology in education materialize.

Metadados

DOI: 10.47764/2026.e08.1656
Veículo: Revista Internacional Educon
ISSN: 2675-6722
Ano: 2026
Idioma: pt
Tipo: Artigo em periódico
Licença: https://creativecommons.org/licenses/by/4.0
Texto completo: https://doi.org/10.47764/2026.e08.1656
Palavras-chave: BNCC Computação · Inteligência Artificial Generativa · Educação Básica · BNCC Computing · Generative Artificial Intelligence · Basic Education
Fonte do metadado: oai, crossref

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BibTeX

@article{santos2026bncc,
  title   = {BNCC Computação e Inteligência Artificial Generativa na Educação Básica: Desafios Epistemológicos, Curriculares e de Implementação},
  author  = {Renata Maria dos Santos},
  year    = {2026},
  journal = {Revista Internacional Educon},
  doi     = {10.47764/2026.e08.1656},
  url     = {https://doi.org/10.47764/2026.e08.1656},
}

RIS (EndNote, Mendeley, Zotero)

TY  - JOUR
AU  - Renata Maria dos Santos
TI  - BNCC Computação e Inteligência Artificial Generativa na Educação Básica: Desafios Epistemológicos, Curriculares e de Implementação
PY  - 2026
JO  - Revista Internacional Educon
DO  - 10.47764/2026.e08.1656
UR  - https://doi.org/10.47764/2026.e08.1656
AB  - This article examines the epistemological foundations and political-curricular tensions within the documents guiding the integration of the BNCC Computing guidelines and Generative Artificial Intelligence into Brazilian basic education. The study analyzes the conceptions of knowledge, the subject, and education inherent to these frameworks, as well as the tensions that emerge from their curricular incorporation. Methodologically, it employs a qualitative, theoretical-analytical approach based on document analysis of national curricular frameworks, Ministry of Education guidelines, and UNESCO publications. The findings highlight tensions between technical-instrumental perspectives and critical approaches, revealing competing views on the purpose of digital education. As a contribution, the paper proposes a critically oriented implementation framework structured around four interdependent layers: epistemological and ethical foundations, critical pedagogical experiences, teacher mediation and AI literacy, and governance driven by cognitive justice. Ultimately, the study concludes that official documents operate as discursive arenas in which societal projects, disputes over meaning, an
ER  -