Centrality and accountability: Perspectives on Teachers in the Framework for the Responsible Development and Use of Artificial Intelligence in Education

Abstract

In this article, we analyze the construction of meaning surrounding the role of the teacher in the Guidelines for the Responsible Development and Use of Artificial Intelligence in Education, published by the Ministry of Education in 2026. The theoretical and analytical framework underpinning our interpretations is rooted in Materialist Discourse Analysis, and from this perspective, we aim to understand which positions regarding teachers are discursively produced by the document in light of the integration of Artificial Intelligence (AI) into the field of education. The analytical corpus comprises the Executive Summary, chapters 2, 3, and 5, and the Final Recommendations of the Framework. Our analytical approach considers the conditions under which the document was produced, the interpretation of patterns, the identification of discursive sequences, and the formation of paraphrastic networks related to teaching. In our analysis, we highlight the recurrence of formulations that present the teacher as central, irreplaceable, a mediator, supervisor, validator, and the one responsible for the pedagogical use of AI. We observe, however, a tension between the assertion of this centrality and the expansion of the responsibilities assigned to the teacher. This is because, while AI is associated with the potential to produce, assist, suggest, analyze, and optimize educational processes, the teacher is assigned tasks of monitoring, critical evaluation, contextualization, validation, supervision, and decision-making. We conclude that the central role of teachers as defined by the Framework is constituted in a contradictory manner, since the valorization of teachers occurs simultaneously with the expansion of their accountability regarding processes mediated by Artificial Intelligence.