TEACHER TRAINING IN THE AGE OF ARTIFICIAL INTELLIGENCE: REFLECTIONS ON LAZINESS AND MINORITY IN POSTMODERNITY

Authors

  • Diego Alexandre Divardim de Oliveira
  • Ana Luiza Ruschel Nunes

Keywords:

Formação docente, Estudo de Caso, Inteligência Artificial, Ética

Abstract

The problem of this article is teacher training in the context of post-modernity and the “mental laziness” of undergraduate students who use Artificial Intelligence (AI) to produce academic work. In this sense, the problem in question is not a question, but a representation of the concerns and nonconformity of researchers in the face of this situation. Thus, the aim of this article is a case study, as well as a discussion based on theorists who have dedicated themselves to the emancipation of individuals through enlightenment (Aufklärung). These include Theodor Adorno (2014;2020) and Max Horkheimer (2015), who represent the epistemological foundation of this article, Critical Theory.  This article also presents a dialog between the observed and the theories, constituting a provocative reflection on training, enlightenment (Aufklärung), emancipation, ethics, among other issues/concepts. In addition to the aforementioned theorists, the ideas of Immanuel Kant (2008;2024), Zygmunt Bauman (2013), Louis Althusser (1970), Andreas Gruschka (2014), Pierre Bordieu and Jean Claude Passeron (2018), Edgar Morin (2015;2017;2020), Huberto Roden (2007) and Arthur Schopenhauer (2012) are also included. It is concluded that what is observed and reflected upon is a social symptom caused by the hegemonic economic system, in other words, a postmodern malaise.

DOI:  https://doi.org/10.56238/sevened2025.001-052

Published

2025-06-18

How to Cite

TEACHER TRAINING IN THE AGE OF ARTIFICIAL INTELLIGENCE: REFLECTIONS ON LAZINESS AND MINORITY IN POSTMODERNITY. (2025). Seven Editora, 780-801. https://sevenpublicacoes.com.br/editora/article/view/7350