Cultivando Mentes Brilhantes: A Inteligência Artificial Como Aliada Na Formação De Professores Adventistas

Denis Ramón Fúnes Flores

doi:10.19141/2763-5163.docentdiscunt.v6.n00.pe02083

Authors

Denis Ramón Fúnes Flores UNIVERSIDADE FEDERAL DO TOCANTINS - UFT https://orcid.org/0009-0001-8674-2499

DOI:

https://doi.org/10.19141/2763-5163.docentdiscunt.v6.n00.pe02083

Keywords:

Artificial Intelligence, Teacher Education, Adventist Education, Digital Ethics, Transdisciplinarity

Abstract

Objective: To critically analyze the possibilities and ethical limits of integrating artificial intelligence tools in Adventist teacher education, proposing a transdisciplinary model that preserves the holistic educational anthropology in the face of algorithmic logic.

Methodology/Approach: Qualitative research with a transdisciplinary bibliographic approach, involving documentary analysis of scientific literature on AI in education (2019-2025), official Adventist documents (Education Manual, South American Division statements), and philosophical studies on technology and Christian anthropology, submitted to thematic analysis with theoretical triangulation among education, theology, and digital ethics.

Results: Three structural tensions were identified in the AI-Adventist education interface: (1) algorithmic personalization versus holistic character formation; (2) technical efficiency versus relational pedagogical time essential to the educational encounter; (3) alleged algorithmic neutrality versus the biblical worldview underpinning Adventist education. As mediation, an "Adventist algorithmic ethics" is proposed, anchored in the principles of subsidiarity, transparency, and human wholeness.

Conclusions: Artificial intelligence can become an ally in Adventist teacher formation only under three conditions: specific training in critical algorithmic literacy; development of institutional ethical protocols preserving Adventist educational identity; and unconditional safeguarding of the person-to-person educational encounter as the irreducible core of pedagogical praxis that cultivates both minds and hearts.

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Author Biography

Denis Ramón Fúnes Flores, UNIVERSIDADE FEDERAL DO TOCANTINS - UFT

Denis Ramon Funes Flores is a linguist and teacher, born in Pará and based in the state of Tocantins. Graduated in Literature – English Language from the Federal University of Tocantins (UFT) in 2015, he built his academic career at the interface between linguistic studies and social commitment. Works in the areas of language teaching, acoustic phonetics, semantics, pragmatics, Spanish and Brazilian Sign Language (Libras), with an emphasis on linguistic variation and language valorization policies. He has a master's degree in Literature from UFT (2024), with a dissertation dedicated to the analysis of the palatalization of /t/ and /d/ before the vowel /i/ in the speech of northeastern migrants in Dianópolis–TO, research that articulates phonetics, social mobility and linguistic identity. He is part of the Language Studies Center (NEL/UFT) and coordinates the “O Léxico Tocantinense” project, an extension initiative that involves students and communities in the construction of bilingual dictionaries, promoting the recognition of regional varieties of Portuguese as cultural heritage. He works as a teacher at the SEDUC Language Center, at the Federal Institute of Tocantins (IFTO) and in the private education network, developing pedagogical practices that dialogue with traditional methodologies and contemporary approaches, including the critical use of artificial intelligence in language teaching. His academic production covers topics such as varieties of Portuguese in Portuguese-speaking contexts, linguistic prejudice, non-binary language, lexicon in sign languages and multiliteracies in public schools. He is the author of the book Tocantinês: Desvendar os Segredos da Fala do Povo Tocantinense (2024) and chapters and articles that articulate linguistic theory, critical education and social justice. Multilingual, he is fluent in English, Spanish and French, with knowledge of German, Italian and Libras. His academic and pedagogical work is guided by the understanding of languages as social, historical and political practices in permanent construction.

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