TEACHERS' PERCEPTION OF ARTIFICIAL INTELLIGENCE IN BASIC EDUCATION: A LITERATURE REVIEW

Abstract

The growing presence of Artificial Intelligence (AI) in the educational context has led to reflections on its impact on pedagogical practices and teaching performance. This study aimed to analyze the perception of basic education teachers about the use of AI in schools, through an integrative literature review. The research was conducted in the Capes database, considering publications between 2020 and 2025. After applying the inclusion criteria, 11 empirical studies that directly addressed teachers' perceptions were selected. The qualitative analysis, based on Gil's (2019) assumptions, allowed the findings to be organized into five main categories: pedagogical potential of AI, technical and infrastructural barriers, teacher training, insecurities and resistance to the adoption of technology, and ethical concerns. The results indicate that, although teachers recognize the benefits of AI for personalizing teaching and optimizing tasks, significant challenges remain related to school infrastructure, lack of specific training, and concerns about the use of data and the replacement of the teaching role. The scarcity of studies focused on teachers' perceptions highlights the need to expand research on the topic. It is concluded that the critical and ethical integration of AI in education requires investments in infrastructure and ongoing training, respecting pedagogical principles and the specificities of the school context.