School Leadership and the Pedagogical Integration of Generative AI in Writing Instruction: A Chilean Secondary School Case

Francisca Beroíza-Valenzuela; Daniela Peréz-Peña

doi:10.1590/1983-3652.2026.63344

Autores

Francisca Beroíza-Valenzuela Universidad de Las Américas, Faculty of Education, Santiago, Chile https://orcid.org/0000-0003-2424-1207
Daniela Peréz-Peña Pontificia Universidad Católica de Chile, Faculty of Education, Santiago, Chile https://orcid.org/0000-0002-5301-6271

DOI:

https://doi.org/10.1590/1983-3652.2026.63344

Palavras-chave:

Inteligência artificial generativa, Liderança escolar, Ensino da escrita, Integração tecnológica, Equidade educacional

Resumo

A integração da inteligência artificial generativa (IAg) nas escolas apresenta novas oportunidades pedagógicas, mas também desafios importantes para a liderança escolar. Este estudo investiga como a liderança medeia o uso de ferramentas como o ChatGPT no ensino da escrita em uma escola pública chilena de ensino médio. Utilizando um delineamento de métodos mistos paralelo e convergente, analisamos observações de sala de aula, mineração de texto de notas de campo e documentos de políticas educacionais nacionais. Os resultados mostram que estudantes que utilizaram IAg demonstraram maior engajamento emocional e produziram vocabulário mais variado durante as atividades de escrita. A análise de políticas revelou tensões entre discursos de inovação orientados para a equidade e a escassa orientação operacional disponível para as escolas. Os achados indicam que a IAg tende a ser sobreposta às práticas tradicionais, em vez de transformá-las, exigindo uma liderança sensível ao contexto para alinhar as políticas de inovação às realidades das salas de aula. Conclui-se que a integração equitativa e significativa da IAg depende de processos de liderança capazes de articular infraestrutura, desenvolvimento profissional e intencionalidade pedagógica.

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