Estrategias didácticas mediadas por inteligencia artificial en prácticas pedagógicas de básica primaria
DOI:
https://doi.org/10.59722/riic.v3i2.1245Palavras-chave:
estrategia didáctica, enseñanza primaria, inteligencia artificial, práctica pedagógica , tecnología educativaResumo
ResumoCe travail de recherche vise à souligner l’importance de comprendre comment les stratégies pédagogiques appuyées par l’intelligence artificielle contribuent à transformer certaines pratiques éducatives des enseignants de l’école primaire dans la municipalité d’Istmina, Chocó, située dans une zone rurale du Pacifique colombien. L’étude s’inscrit dans le paradigme herméneutique-interprétatif et adopte une méthodologie qualitative, orientée vers la compréhension des significations que les enseignants attribuent à l’usage de ces technologies dans des contextes où la connectivité est limitée. La recherche a été menée dans trois établissements éducatifs officiels : Escuela Normal Superior Nuestra Señora de las Mercedes, Institución Educativa San Pablo Industrial et Institución Educativa Bilingüe Andrés Bello. Pour recueillir les informations, une analyse documentaire des planifications, des guides pédagogiques, des projets éducatifs institutionnels et des documents d’orientation a été réalisée, puis organisée à partir de catégories. De plus, des entretiens semi-directifs ont été menés auprès de vingt et un enseignants. Les résultats montrent l’importance de reconnaître l’intelligence artificielle comme une ressource d’appui pour élaborer des matériels pédagogiques et renforcer les processus d’enseignement. Cependant, sa mise en œuvre demeure limitée par l’écart existant entre les orientations institutionnelles et les conditions réelles du territoire. Parmi les principaux obstacles figurent la faible connectivité à Internet, la disponibilité réduite des équipements technologiques et la nécessité de renforcer la formation professionnelle des enseignants. Des significations liées à la méconnaissance de ces outils apparaissent également, ainsi que l’urgence de renforcer l’alphabétisation numérique et l’importance d’adapter leur utilisation aux contextes marqués par des restrictions technologiques.
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