2026-10-192026-10-192026-02-26CARDOSO, Thiago Diogo Dias. Inteligência artificial e o ensino de matemática: soluções inteligentes para o trabalho docente. Orientador: Pedro Franco de Sá. 2026. 128 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Socias e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/358AbertoEnsino de matemáticaInteligência artificialTrabalho docenteFormação docenteTecnologias digitaisMathematics EducationArtificial intelligenceTeacher educationDigital technologiesDissertaçãoCiências HumanasThis research aims to analyze how Artificial Intelligence (AI) tools can support and reshape pedagogical work in Mathematics teaching, based on a diagnostic study and a formative experience conducted with Basic Education teachers. The study is grounded on the understanding that AI has been impacting different dimensions of social and educational life, producing transformations in teaching practices and in teaching and learning processes. To investigate this issue within the context of teaching work, bibliographic research and a systematic literature review were conducted with the support of the Parsif.al platform, in addition to the application of a questionnaire containing open-ended and closed-ended questions to 135 Mathematics teachers from Basic Education, seeking to understand practices and activities that demand more time from teachers. The results indicated recognition of the potential of AI to support lesson planning, material production, and assessment processes, as well as challenges related to infrastructure, teacher training, and ethical issues involved in the use of these technologies. In the normative and formative scope, the UNESCO AI Competency Framework for Teachers (2024/2025) was incorporated, structuring competencies related to the ethical, critical, and pedagogical use of AI in teaching. In view of this scenario and the needs expressed by the participants, a training course involving 79 teachers was conducted, and a practical manual was developed to support Mathematics teachers in the critical and responsible use of AI tools, aiming to contribute to the organization of pedagogical work. It is concluded that the integration of AI into teaching work requires validation criteria, didactic intentionality, and continuous formative support in order to expand pedagogical possibilities without replacing teachers’ professional judgment.PPGEM - Metodologia para ensino de matemática no nível médio