ENTRE CONSCIÊNCIAS E ALGORITMOS: O ensino de filosofia sob o paradigma do ciberespaço e o uso das IAs no ensino médio na Escola São José Operário.

Abstract

This work aims to reflect on the impacts of digital technologies, especially artificial intelligence, on the epistemological and pedagogical reconfiguration of Philosophy teaching in secondary education, in light of the thought of Pierre Lévy and other contemporary authors. It starts from the understanding of cyberspace as a territory for the production and circulation of knowledge, mediated by collective intelligence, digital networks, and algorithms. The research is theoretically grounded in Pierre Lévy, articulating with McLuhan, Foucault, Gadamer, Deleuze, and Guattari, whose contributions allow us to consider the transformations of knowledge, language, and educational experience in the digital age. The investigation adopts a qualitative approach, of a philosophical nature, supported by field and experimental research, which took as its empirical research universe the elective course "Between Souls and Algorithms," conducted with first-year high school students at the São José Operário School. This study examines how artificial intelligence can be critically integrated into the teaching and learning process of Philosophy, without reducing thought to the mere consumption of automated responses. It seeks to evaluate the potential of these technologies in mediating dialogue, enhancing listening skills, promoting authorship, and re-signifying the school space as a territory of creation. The results indicate that, when integrated with ethical, pedagogical, and philosophical intentionality, AIs can foster the formation of critical, autonomous, and time sensitive individuals. It concludes that Philosophy, in dialogue with cyberspace, can reinvent its educational practices, remaining true to its vocation of provoking thought, problematizing, and liberating.