Meninas e meninos cubanos diante da inteligência artificial: percepções, interesses e lacunas de conhecimento
Palavras-chave:
Alfabetização em IA, ensino fundamental, percepção infantil, Cuba, políticas digitais.Resumo
A inteligência artificial (IA) tornou-se um eixo transversal do desenvolvimento científico, tecnológico e social. O estudo dos conhecimentos, das percepções e das expectativas das crianças em relação à IA constitui um campo de pesquisa emergente, no qual projetos vêm gerando evidências e propostas educacionais, particularmente na América Latina. Nesse contexto, a alfabetização em IA desde a infância ganha relevância nas políticas educacionais. Este artigo apresenta os resultados de uma pesquisa realizada com 191 escolares de 6 a 12 anos em escolas cubanas, com o objetivo de identificar o que sabem sobre IA, como a percebem, quais são seus receios e o que desejam aprender. Por meio de análises quantitativas e qualitativas, examina-se a necessidade de estratégias educacionais que promovam uma compreensão crítica, ética e criativa dessa tecnologia. Os resultados revelam familiaridade com aplicações cotidianas, conhecimento limitado do conceito e curiosidade sobre seu funcionamento. Este estudo integra um projeto mais amplo de alfabetização em IA.
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