<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2443-4566</journal-id>
<journal-title><![CDATA[Areté, Revista Digital del Doctorado en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Areté]]></abbrev-journal-title>
<issn>2443-4566</issn>
<publisher>
<publisher-name><![CDATA[Doctorado en Educación de la Universidad Central de Venezuela]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2443-45662024000300141</article-id>
<article-id pub-id-type="doi">10.55560/arete.2024.ee.10.10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PERCEPÇÕES DE PROFESSORES DE QUÍMICA DA AMAZÔNIA PARAENSE SOBRE A INCORPORAÇÃO DA INTELIGÊNCIA ARTIFICIAL NO ENSINO]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of chemistry teachers from the amazon of pará on the incorporation of artificial intelligence in teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones de profesores de química de la amazonia de pará sobre la incorporación de inteligencia artificial en la enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves Teles]]></surname>
<given-names><![CDATA[Loyde Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira da Silva]]></surname>
<given-names><![CDATA[Lucicléia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira da Silva]]></surname>
<given-names><![CDATA[Luely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>10</volume>
<numero>especial</numero>
<fpage>141</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2443-45662024000300141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2443-45662024000300141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2443-45662024000300141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Levando em consideração os desafios, dificuldades e anseios de docentes sobre a abordagem da Inteligência Artificial (IA) na educação, este artigo discute os resultados referentes a uma pesquisa de campo com abordagem qualitativa realizada dentro de um contexto de dois professores de química em uma escola da educação básica no estado do Pará, Brasil. Objetivando refletir sobre as concepções de professores, bem como, as necessidades de construção de conhecimento profissional quanto a Inteligência Artificial (IA) na prática docente em química na Amazônia paraense. As informações foram coletadas por meio de entrevistas semiestruturadas adotando como procedimento analítico a Análise Textual Discursiva - ATD com auxílio do software IRAMUTEQ. As análises e reflexões realizadas evidenciaram a íntima relação entre o anseio de ofertas de formação por meio do Estado voltadas para a IA e o acreditar que essa tecnologia poderá apoiar seu desenvolvimento profissional e construir metodologias que favoreçam o ensino de química. Para tanto defendemos a construção e oferta de formações com a perspectiva colaborativa, considerando contexto e território de onde acontece, e assim, imbricando conhecimento da IA para o ensino de química dentro de um processo formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Teniendo en cuenta los desafíos, dificultades e inquietudes de los docentes respecto al abordaje de la Inteligencia Artificial (IA) en la educación, este artículo discute los resultados de una investigación de campo con enfoque cualitativo realizada en el contexto de dos docentes de química de una escuela de educación básica en el estado de Pará, Brasil. Con el objetivo de reflexionar sobre las concepciones de los docentes, así como las necesidades de construcción de conocimientos profesionales sobre la Inteligencia Artificial (IA) en la práctica docente en química en la Amazonía de Pará. La información fue recolectada a través de entrevistas semiestructuradas adoptando como procedimiento analítico el Análisis Textual Discursivo - ATD con ayuda del software IRAMUTEQ. Los análisis y reflexiones realizados resaltaron la íntima relación entre el deseo de ofertas de formación a través del Estado dirigidas a la IA y la creencia de que la IA puede apoyar su desarrollo profesional y construir metodologías que favorezcan la enseñanza de la química. Para ello, defendemos la construcción y oferta de formación con una perspectiva colaborativa, considerando el contexto y territorio donde se desarrolla, y así, entrelazar conocimientos de IA para la enseñanza de la química dentro de un proceso formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Taking into account the challenges, difficulties and concerns of teachers regarding the approach to Artificial Intelligence (AI) in education, this article discusses the results of field research with a qualitative approach carried out within the context of two chemistry teachers in a school of basic education in the state of Pará, Brazil. Aiming to reflect on the conceptions of teachers, as well as the needs for building professional knowledge regarding Artificial Intelligence (AI) in teaching practice in chemistry in the Amazon of Pará. The information was collected through semi-structured interviews adopting Discursive Textual Analysis - ATD as an analytical procedure with the aid of the IRAMUTEQ software. The analyzes and reflections carried out highlighted the intimate relationship between the desire for training offers through the State aimed at AI and the belief that AI can support their professional development and build methodologies that favor the teaching of chemistry. To this end, we defend the construction and offering of training with a collaborative perspective, considering the context and territory where it takes place, and thus, interweaving knowledge of AI for the teaching of chemistry within a training process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de química.]]></kwd>
<kwd lng="es"><![CDATA[Formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de química.]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching.]]></kwd>
</kwd-group>
</article-meta>
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