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A integração da inteligência artificial como ferramenta potencializadora do desenvolvimento do pensamento crítico numa turma de alunos do 2º CEB
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Abstract(s)
O presente relatório integra duas dimensões complementares. Na primeira parte, é apresentada uma análise das experiências de estágio desenvolvidas no 1.º e 2.º CEB, descrevendo o contexto socioeducativo, as problemáticas identificadas, os objetivos delineados e as estratégias implementadas, bem como os processos de avaliação mobilizados. A segunda parte centra-se na investigação desenvolvida. A inteligência artificial, enquanto tecnologia emergente, coloca novos desafios e oportunidades à escola,
exigindo uma reflexão sobre o seu papel no desenvolvimento de competências. O pensamento crítico, entendido como a capacidade de analisar, questionar e avaliar informações, torna-se central quando se trata de interagir com ferramentas que nem
sempre fornecem respostas fiáveis, imparciais ou éticas. A investigação visou compreender de que forma a integração da IA pode potenciar o desenvolvimento do pensamento crítico em alunos do 2º CEB. Foram definidos três objetivos específicos: (i) compreender de que forma a IA pode ser integrada como ferramenta pedagógica; (ii) identificar desafios e oportunidades da sua utilização na promoção do pensamento crítico; e (iii) explorar estratégias para promover o uso ético e responsável da IA por parte dos alunos. Inserida no paradigma fenomenológico-interpretativo, a investigação assumiu uma abordagem qualitativa, mobilizando dimensões de um estudo de caso instrumental. As técnicas de recolha de dados mobilizadas incluíram a observação participante, a
análise documental e a realização de grupos de discussão focalizada com professoras e alunos. Os resultados evidenciam que a integração da IA, quando articulada com metodologias ativas e acompanhada por mediação docente, pode estimular a autonomia
e a capacidade crítica dos alunos, que revelaram progressos na comparação e validação da informação. Foram, no entanto, identificados riscos como a dependência excessiva e a distração, reforçando a necessidade de orientação pedagógica. Algumas limitações externas evidenciaram ainda um peso significativo nos resultados obtidos. Conclui-se que a IA pode constituir uma ferramenta relevante e promissora, desde que utilizada de forma crítica, ética e responsável.
This report integrates two complementary dimensions. The first part presents an analysis of the teaching practice experiences developed in the 1st and 2nd cycles of basic education, describing the socio-educational context, the identified issues, the goals set, and the strategies implemented, as well as the assessment and regulation processes mobilized. The second part focuses on the research project developed. Artificial intelligence (AI), as an emerging technology, brings new challenges and opportunities to schools, requiring a reflection on its role in the development of essential competencies. Critical thinking — understood as the ability to analyse, question, and evaluate information — becomes central when interacting with tools that do not always provide reliable, impartial, or ethical responses. The study aimed to understand how the integration of AI can enhance the development of critical thinking in students of the 2nd cycle of basic education. Three specific objectives were defined: (i) to understand how AI can be integrated as a pedagogical tool; (ii) to identify challenges and opportunities in its use to promote critical thinking; and (iii) to explore strategies to foster the ethical and responsible use of AI by students. Framed within the phenomenological-interpretative paradigm, the research adopted a qualitative approach and drew upon the features of an instrumental case study. The data collection techniques included participant observation, document analysis, and focus group discussions with cooperating teachers and students. The results show that the integration of AI, when combined with active methodologies and supported by teacher mediation, can foster students’ autonomy and critical capacity, as they demonstrated progress in comparing and validating information. However, risks such as over-dependence and distraction were also identified, reinforcing the need for continuous pedagogical guidance. Despite some external constraints, the study concludes that AI can be a relevant and promising educational tool, provided it is used critically, ethically, and responsibly.
This report integrates two complementary dimensions. The first part presents an analysis of the teaching practice experiences developed in the 1st and 2nd cycles of basic education, describing the socio-educational context, the identified issues, the goals set, and the strategies implemented, as well as the assessment and regulation processes mobilized. The second part focuses on the research project developed. Artificial intelligence (AI), as an emerging technology, brings new challenges and opportunities to schools, requiring a reflection on its role in the development of essential competencies. Critical thinking — understood as the ability to analyse, question, and evaluate information — becomes central when interacting with tools that do not always provide reliable, impartial, or ethical responses. The study aimed to understand how the integration of AI can enhance the development of critical thinking in students of the 2nd cycle of basic education. Three specific objectives were defined: (i) to understand how AI can be integrated as a pedagogical tool; (ii) to identify challenges and opportunities in its use to promote critical thinking; and (iii) to explore strategies to foster the ethical and responsible use of AI by students. Framed within the phenomenological-interpretative paradigm, the research adopted a qualitative approach and drew upon the features of an instrumental case study. The data collection techniques included participant observation, document analysis, and focus group discussions with cooperating teachers and students. The results show that the integration of AI, when combined with active methodologies and supported by teacher mediation, can foster students’ autonomy and critical capacity, as they demonstrated progress in comparing and validating information. However, risks such as over-dependence and distraction were also identified, reinforcing the need for continuous pedagogical guidance. Despite some external constraints, the study concludes that AI can be a relevant and promising educational tool, provided it is used critically, ethically, and responsibly.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Inteligência artificial Pensamento crítico 2º CEB Literacia mediática Papel do professor Artificial intelligence Critical thinking Middle school education Media literacy Teacher’s role
Pedagogical Context
Citation
Cabral, B. C. (2025). A integração da inteligência artificial como ferramenta potencializadora do desenvolvimento do pensamento crítico numa turma de alunos do 2º CEB [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22310