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Desenvolvimento conceptual de um dispositivo interativo para iniciar a introdução à inteligência artificial em alunos do 1.º ano
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Numa era em que a sociedade integra de forma acelerada ferramentas dotadas de Inteligência Artificial (IA) nas diversas dimensões do quotidiano, o seu uso transcende atividades profissionais, estendendo-se também a contextos educativos e lúdicos. O presente projeto centra-se na integração da IA no ensino básico português, com enfoque no 1.º Ciclo, onde persistem desafios relacionados com infraestruturas, literacia digital docente e desigualdades socioeconómicas. O objetivo principal consistiu em explorar como a IA pode ser introduzida de forma pedagógica e inclusiva, considerando o papel do design como mediador entre tecnologia e educação.
A investigação adotou uma abordagem prática, baseada em workshops realizados com trinta e sete crianças do 1.º ano de escolaridade e respetivos docentes. Esta metodologia permitiu recolher dados qualitativos sobre a perceção infantil da IA, o impacto da interação com protótipos e as implicações éticas da sua aplicação em contexto escolar.
Os resultados evidenciaram um desconhecimento generalizado sobre a IA, mas com o desenvolvimento ao longo do ano, muito graças a uma forte motivação das crianças para interagir com objetos que incorporam tecnologia. Destacou-se a capacidade do design para criar soluções pedagógicas seguras, intuitivas e criativas, capazes de promover inclusão e participação em turmas heterogéneas. O modelo desenvolvido demonstrou potencial para estimular interesse e curiosidade, mesmo em crianças sem literacia tecnológica.
Conclui-se que a integração faseada da IA no ensino, apoiada por princípios de design adaptados às necessidades das crianças, pode constituir uma estratégia inovadora para fomentar motivação, compreensão e equidade no acesso à tecnologia, preparando as novas gerações para os desafios da transformação digital.
In an era where society is rapidly integrating Artificial Intelligence (AI) tools into multiple dimensions of daily life, its use transcends professional activities, extending also to educational and recreational contexts. This project focuses on the integration of AI in Portuguese primary education, with particular emphasis on the 1st Cycle, where challenges persist regarding infrastructures, teachers’ digital literacy, and socioeconomic inequalities. The main objective was to explore how AI can be introduced in a pedagogical and inclusive way, considering the role of design as a mediator between technology and education. The research adopted a practical approach, based on workshops carried out with thirty-seven first-grade children and their teachers. This methodology enabled the collection of qualitative data on children’s perceptions of AI, the impact of interaction with prototypes, and the ethical implications of its application in the school context. The results revealed a widespread lack of knowledge about AI, but throughout the year a gradual development was observed, largely due to children’s strong motivation to interact with objects incorporating technology. The study highlighted the potential of design to create safe, intuitive, and creative pedagogical solutions capable of fostering inclusion and participation in heterogeneous classrooms. The prototype developed showed promise in stimulating interest and curiosity, even among children without technological literacy. It is concluded that the phased integration of AI in education, supported by design principles adapted to children’s needs, may represent an innovative strategy to foster motivation, understanding, and equity in access to technology, preparing younger generations for the challenges of digital transformation.
In an era where society is rapidly integrating Artificial Intelligence (AI) tools into multiple dimensions of daily life, its use transcends professional activities, extending also to educational and recreational contexts. This project focuses on the integration of AI in Portuguese primary education, with particular emphasis on the 1st Cycle, where challenges persist regarding infrastructures, teachers’ digital literacy, and socioeconomic inequalities. The main objective was to explore how AI can be introduced in a pedagogical and inclusive way, considering the role of design as a mediator between technology and education. The research adopted a practical approach, based on workshops carried out with thirty-seven first-grade children and their teachers. This methodology enabled the collection of qualitative data on children’s perceptions of AI, the impact of interaction with prototypes, and the ethical implications of its application in the school context. The results revealed a widespread lack of knowledge about AI, but throughout the year a gradual development was observed, largely due to children’s strong motivation to interact with objects incorporating technology. The study highlighted the potential of design to create safe, intuitive, and creative pedagogical solutions capable of fostering inclusion and participation in heterogeneous classrooms. The prototype developed showed promise in stimulating interest and curiosity, even among children without technological literacy. It is concluded that the phased integration of AI in education, supported by design principles adapted to children’s needs, may represent an innovative strategy to foster motivation, understanding, and equity in access to technology, preparing younger generations for the challenges of digital transformation.
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Design Inteligência Artificial Educação Interação Ética