Pedagogical Planning with the Assistance of ChatGPT in Basic Education: An Exploratory Study with Public School Teachers

Abstract

This article presents an analysis of the use of ChatGPT as a support tool for pedagogical planning in Basic Education. Through a qualitative approach, the study investigates how public school teachers can utilize generative artificial intelligence to develop lesson plans, activities, and assessments. Based on simulated practical experiences, reflective records, and literature review, the potential of the tool to optimize teaching practices is discussed, as well as the ethical and pedagogical boundaries of its use. The results indicate that ChatGPT can serve as a complementary instrument, promoting time efficiency and stimulating creativity, provided its use is grounded in critical mediation and ongoing professional development. Furthermore, the study expands the discussion by including the dimension of IT Management in public schools, highlighting how technological infrastructure, information security, and digital governance directly influence the feasibility of using AI in pedagogical planning. The analysis shows that the integration between teaching practices and technological management policies can strengthen teacher autonomy and ensure greater equity in access to digital tools. It is concluded that AI, when properly guided and supported by efficient IT management, can contribute to more innovative, effective, and sustainable pedagogical practices.