The presence of artificial intelligence in the school environment has gone from being a trend to becoming a reality. AI tools are already part of the daily routine of students, teachers, and families, influencing everything from the completion of assignments to instructional planning.

Given this scenario, the central discussion is no longer about the arrival of technology, but about how to use it ethically, critically, and in line with educational goals. This was the starting point for the reflections of Ademar Celedônio, Director of Education and Innovation at Arco Educação, during an interview with Conexão Bett.

According to Celedônio, the adoption of artificial intelligence in schools is widespread and often unplanned. “AI is now a very strong presence in schools, from the moment students begin studying, researching, writing, and learning,” he says. The expert cites recent data indicating that seven out of ten high school students already use the technology in their activities.

Among teachers, the trend is also significant: more than half of Brazilian teachers already use AI tools, primarily for operational tasks. “The upside is that teachers spend less time on administrative tasks and more time on teaching,” he explains. In this regard, the technology helps optimize processes such as grading assignments, organizing academic records, and producing teaching materials.

Still, he points out that this implementation is driven primarily by the platforms' ease of use.

Between Benefits and Risks

While AI boosts productivity and offers new possibilities for teaching, it also raises important concerns. Issues related to copyright, the reliability of information, and biases in generated content are already part of the educational debate.

Celedônio recounts a personal experience he had while testing an AI tool on a classic math problem. “The solution it provided was practically the same as one found in a well-known textbook—without any credit or reference, ” he says. For him, this type of situation highlights the need to develop a critical perspective on the use of technology.

“Students need to understand how these tools work, what their limitations are, and how to use them ethically and responsibly,” he says.

The Role of Managers: An Ongoing Response

At the school administration level, the situation is still one of adaptation. “The year 2026 is a year of reaction,” Celedônio sums up. According to him, many institutions are still trying to figure out where to start, while others are under pressure from changes in college entrance exams and national tests, which already incorporate questions related to artificial intelligence and critical thinking.

This trend has led schools—including those most focused on results—to reevaluate their practices. “When an institution treats this issue as something distant, it fails to guide a process that is already underway, ” he warns.

For the expert, the risk is clear: preparing students for a world that no longer exists. “The biggest problem isn’t technological—it’s pedagogical, ” he emphasizes. “Without guidance from the school, students end up using AI indiscriminately, without reflection.”

Teacher Training and a Shift in Mindset

Given this scenario, ongoing teacher training becomes essential. More than just learning how to use tools, it is necessary to understand how artificial intelligence is transforming the very nature of teaching.

“AI doesn’t just change the tool; it changes the context and purpose of teaching,” says Celedônio. In his view, the teacher’s role remains essential, but it must adapt to a new approach to teaching, one in which technology plays an active and participatory role.

Among the core competencies, he highlights the ability to recognize the limitations and biases of AI, as well as teaching students how to ask good questions. “Schools have always been focused on answering questions. Now, the winner will be whoever teaches students how to ask good questions,” he says.

This shift in focus points toward an education that is more centered on critical thinking and intellectual autonomy—skills that are increasingly valued in a rapidly changing world.

A Global Challenge in the Making

Despite the urgency, Celedônio acknowledges that there are no ready-made answers. Educational systems around the world are still searching for ways to deal with the advance of artificial intelligence. “Everyone is trying to figure it out,” he says.

Arco Educação itself Arco Educação, one of Brazil’s leading companies focused on educational solutions for K-12 education, is closely monitoring this transformation. The company develops content, technology, and services for more than 3 million students and approximately 9,000 private schools across the country, covering early childhood education through high school—a scope that underscores the scale of the challenge.

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