The ability to generate responses quickly is one of the hallmarks of artificial intelligence (AI) tools, but their use in education presents another challenge for schools: preparing students to question information, evaluate results, make decisions, and bring their own perspective to the work they produce using these resources.

For Quark co-founder Ana Uriarte, the development of human skills is essential for young people to be prepared both for a job market shaped by the use of these technologies and for a society in which they are already part of everyday life.

“I understand that skills such as critical thinking and emotional intelligence—which are necessary to cope with all the rapid changes that AI itself brings—are essential for these students,” he says.

The ability to critically analyze AI-generated responses is also related to how students formulate questions and interact with the tools. Jana Branco, Educational Solutions Manager at CESAR School, highlights adaptability as a core competency in the face of rapid change.

“The most important skill, regardless of the historical moment we’re living through, is adaptability. Because things change very quickly, and we need to prepare students—technically, mentally, and emotionally—for rapid and profound changes, such as the use of AI today,” he says.

Jana Branco highlighted adaptability as an essential skill in today's world. Photo: Bett Brasil.

In addition to adaptability, Jana emphasizes critical thinking as an essential skill that prevents students from automatically accepting the answers provided by AI.

“It’s about helping them develop the ability to ask questions, to challenge the status quo, to not just accept things as they are, but to actually ask smarter questions,” he explains.

Authorship of Content Produced by AI

The use of artificial intelligence in school activities also raises questions about authorship and creativity. For Ana, incorporating AI into the creative process does not mean accepting whatever the tool produces as the final result. Students need to add their own perspective and adapt the content to their own reality.

“I think the key point here is to encourage young people to infuse their worldview into everything they create, even if they’re using AI,” he says.

According to Quark’s co-founder, content created entirely based on AI responses may end up reproducing similar perspectives. That is why the human contribution lies precisely in the ability to contextualize, select, and refine what has been produced.

“The greatest contribution a person can make to this process is to share their worldview, which is truly unique, because each of our experiences is very personal,” he says.

For Ana, it is essential that students incorporate their worldview into the responses generated by AI. Photo: Bett Brasil.

In this regard, Ana highlights the need to understand the production process beyond simply issuing a command to the tool. “Producing something isn’t just about writing a prompt and expecting that response to be the final project. It’s about understanding that it will need to undergo adaptation and refinement so that it truly aligns with your reality,” she explains.

AI as Part of Pedagogical Choices

For Jana, the discussion about AI also needs to move beyond the idea that it is just another tool used in the classroom. The presence of these resources, she says, should be incorporated into discussions about pedagogical choices and the learning process itself .

This does not mean leaving the role of AI in school activities undefined. She believes that teachers and students need to understand which functions can be assigned to technology and which remain the responsibility of humans.

“In the classroom, we have the teacher, the students, and AI as another participant in this process. It’s very important to define and establish what its role will be, how far it can go, and what its limits are,” he explains.

In the expert’s view, the establishment of these limits should not be permanent. The role of artificial intelligence can be reevaluated as user experiences and educational needs change.

“It’s important to revisit this role from time to time, to assess what AI is developing and to redefine, within the educational context, what role it should play,” he concludes.

This content is based on the participation of Ana Uriarte, co-founder of Quark, and Jana Branco, Educational Solutions Manager at CESAR School, at the Bett Nordeste 2026 Conference.

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