Um bocado de prompt, mais um pouco de algoritmo, algumas alucinações e muita automação: currículo e mídia educativa em tempos de IAGen

Abstract

This dissertation analyzes how the educational magazine Nova Escola participates in curriculum production in Basic Education by attributing meanings to Generative Artificial Intelligence (GenAI) and making available teacher subject positions through news articles and lesson plans published on its digital platform. The study is grounded in a post-critical perspective, Cultural Studies in Education, and Foucauldian-inspired discourse analysis. It draws upon the notions of curriculum as a cultural artifact, discourse, power/knowledge, subject positions, and the government of conduct to problematize the truth effects produced by statements about GenAI in educational media. The corpus consisted of six news articles and four lesson plans published between 2024 and 2025, selected for addressing GenAI in relation to curriculum, teaching, pedagogical planning, personalized learning, ethics, algorithmic bias, hallucinations, and critical curation. The analytical procedures included a systematic survey of the platform, documentation of the materials, production of analytical notes, selection of statements, identification of anchor statements, organization of lexical chains and semantic fields, and problematization of truth effects and teacher subject positions. The findings show that Nova Escola participates in curriculum production by presenting GenAI as an object of knowledge, an ally to teachers' work, a promise of personalized, flexible, and interactive teaching, and a field permeated by ethical conflicts that require mediation and critical curation. It is concluded that these discourses not only provide information about the technology but also regulate expectations, legitimize forms of knowledge, prescribe practices, and call upon teachers to occupy subject positions characterized by continuous updating, digital competence, accountability, and critical mediation.