ARTIFICIAL INTELLIGENCE AS A PEDAGOGICAL INNOVATION RESOURCE IN CONTEMPORARY EDUCATION

Abstract

The intensification of digital resources has modified formative expectations and established new modes of pedagogical intervention, particularly when Artificial Intelligence (AI) begins to act as a mediator of decisions, filtering, and didactic guidance. In this scenario, it becomes pertinent to investigate how the systematic integration of AI can reorganize teaching practices, expand interpretative possibilities, and favor interventions more sensitive to learning rhythms. The objective of this study is to examine how AI, treated as a resource for pedagogical innovation, reconfigures relationships between teachers, students, and conceptual construction processes in the daily school routine. Bibliographic research guides this investigation by selecting productions available in databases such as Google Scholar and Oasisbr, including works published between 2015 and 2025 and engaging with classic authors of the methodology to qualify the analytical approach. The investigation develops as bibliographic research with an analytical focus, dedicated to understanding how management devices and quality criteria guide institutional decisions in the educational field. The works examined present different ways of organizing processes, highlighting monitoring strategies that influence routines, evaluation mechanisms, and forms of coordination. The integrated analysis of these materials emphasizes that administrative choices have repercussions on formative relationships, demanding articulation between pedagogical practices, structural conditions, and actions that ensure continuity, systematic review, and institutional coherence. The discussions gathered indicate that AI does not replace human mediation; it requires interpretations capable of transforming data into situated decisions.