ARTIFICIAL INTELLIGENCE, CURRICULUM, AND TEACHING:

MAPPING THE NATIONAL PRODUCTION

Abstract

Artificial Intelligence (AI) has brought profound transformations to contemporary society, with direct impacts on the educational and curricular fields. This study analyzes academic works that discuss AI in relation to curriculum and teaching, based on a literature review carried out in the Digital Library of Theses and Dissertations (BDTD) and in the CAPES Journals Portal. The survey reveals significant growth in research on the topic, especially between 2023 and 2025, although predominantly concentrated in the Exact Sciences, highlighting the scarcity of studies in the educational and curricular domains. The results indicate limitations in teacher training, insecurities regarding the use of technology, inequalities in access, and reinforcement of technicist models, in addition to ethical concerns involving authorship, privacy, and the reliability of AI-generated information. The study also identifies a lack of critical reflection and pedagogical practices that integrate AI in an emancipatory rather than instrumental way. Although AI can enhance teaching through personalization and student engagement, its incorporation has largely occurred under a neoliberal and performative logic aimed at efficiency and productivity. Therefore, it is essential to rethink curriculum and teaching in the context of digital culture, promoting the formation of critical, ethical, and conscious subjects in face of the challenges and possibilities of AI in education.