Leia o texto a seguir para responder à questão:

In the Star Trek universe, the audience occasionally gets a glimpse inside schools on the planet Vulcan. Young children stand alone in “capsules” surrounded by 360-degree digital screens. Adults walk around but do not talk to the students. Instead, each child interacts only with a sophisticated artificial intelligence (AI). Although this is not the reality in today’s classrooms on Earth, there are people for whom a vision of personalized learning conducted by artificial intelligence has considerable appeal.

Individualized learning has its place. But decades of educational research also demonstrate that learning is essentially a social endeavor. Classrooms that privilege personalized AI chatbots overlook that fact.

Generative AI is quickly coming to classrooms. If decades ago educators worldwide promoted the benefits of “One Laptop per Child”, today we may be approaching the model “one chatbot per child.” What does educational research tell us about what this model could mean for children’s learning and well-being?

During much of the 20th century, learning was understood as mainly as a matter of individual cognition. A misconception, if compared to today’s comprehension of what learning involves. Scientists now understand that apparently individual processes – such as building new knowledge – are actually social interactions with the world around us. In classrooms, this suggests that opportunities for daily personal interaction can strongly support brain health and academic learning.

Therefore, it is important to understand generative AI’s real-life impact on students.

For example: How does it feel to learn from a chatbot, day after day? How will long-term use of AI affect children’s mental health? How does AI use affect children’s relationships with each other and with their teachers? What kinds of relationships might children form with the chatbots themselves? More broadly, we could also ask: What do we, as a society, actually want children to learn?

Good teaching and learning blends social and individual processes. I see the beneficial application of any new technology in the classroom – AI or otherwise – as a way to build upon the social fabric of human learning. My concern about personalized AI tutors is how they might displace already infrequent opportunities for social interaction, further isolating children in classrooms.

(Niral Shah. www.converstion.com, 15.12.2025. Adaptado)

Leia o texto a seguir para responder à questão:

In the Star Trek universe, the audience occasionally gets a glimpse inside schools on the planet Vulcan. Young children stand alone in “capsules” surrounded by 360-degree digital screens. Adults walk around but do not talk to the students. Instead, each child interacts only with a sophisticated artificial intelligence (AI). Although this is not the reality in today’s classrooms on Earth, there are people for whom a vision of personalized learning conducted by artificial intelligence has considerable appeal.

Individualized learning has its place. But decades of educational research also demonstrate that learning is essentially a social endeavor. Classrooms that privilege personalized AI chatbots overlook that fact.

Generative AI is quickly coming to classrooms. If decades ago educators worldwide promoted the benefits of “One Laptop per Child”, today we may be approaching the model “one chatbot per child.” What does educational research tell us about what this model could mean for children’s learning and well-being?

During much of the 20th century, learning was understood as mainly as a matter of individual cognition. A misconception, if compared to today’s comprehension of what learning involves. Scientists now understand that apparently individual processes – such as building new knowledge – are actually social interactions with the world around us. In classrooms, this suggests that opportunities for daily personal interaction can strongly support brain health and academic learning.

Therefore, it is important to understand generative AI’s real-life impact on students.

For example: How does it feel to learn from a chatbot, day after day? How will long-term use of AI affect children’s mental health? How does AI use affect children’s relationships with each other and with their teachers? What kinds of relationships might children form with the chatbots themselves? More broadly, we could also ask: What do we, as a society, actually want children to learn?

Good teaching and learning blends social and individual processes. I see the beneficial application of any new technology in the classroom – AI or otherwise – as a way to build upon the social fabric of human learning. My concern about personalized AI tutors is how they might displace already infrequent opportunities for social interaction, further isolating children in classrooms.

(Niral Shah. www.converstion.com, 15.12.2025. Adaptado)

Answer question based on the paragraph bellow:

[The] centrality of emotion in identity may seem to clash with a compelling argument that identity is a consciousness of one’s memories – that is, one’s history – in some organized pattern, often a continuous narrative... At one level, it is indispu table that a sense of one’s own identity is constructed from narrative memory.... However, we believe that we are arguing about a motivational process that underlies the very construction of such memories and the motivation for their construc tion. If people organize their thoughts, memories, and future hopes around happy events, it would be circularly the case that they are most them selves when this organization functions well and should have a sense of not being them selves if it does not function. Moreover, happy people should use particular strategies for thought (including memory construction) that are somewhat different from those of people who feel most themselves when they are excited or exhilarated.

(Available at: Haviland-Jones JM, Kahlbaugh P (2004) Emotion and identity. In: Lewis M, Haviland-Jones JM (eds) Handbook of emotions, 3rd edn. The Guilford Press, New York, pp 293–305)

Answer question based on the paragraph bellow:

[The] centrality of emotion in identity may seem to clash with a compelling argument that identity is a consciousness of one’s memories – that is, one’s history – in some organized pattern, often a continuous narrative... At one level, it is indispu table that a sense of one’s own identity is constructed from narrative memory.... However, we believe that we are arguing about a motivational process that underlies the very construction of such memories and the motivation for their construc tion. If people organize their thoughts, memories, and future hopes around happy events, it would be circularly the case that they are most them selves when this organization functions well and should have a sense of not being them selves if it does not function. Moreover, happy people should use particular strategies for thought (including memory construction) that are somewhat different from those of people who feel most themselves when they are excited or exhilarated.

(Available at: Haviland-Jones JM, Kahlbaugh P (2004) Emotion and identity. In: Lewis M, Haviland-Jones JM (eds) Handbook of emotions, 3rd edn. The Guilford Press, New York, pp 293–305)