Ecologias de Aprendizagem e Inteligência Artificial: desafios e reconfigurações na formação docente na Educação Superior

This article analyzes how the incorporation of Artificial Intelligence has been expanding and reshaping Learning Ecologies in the context of Higher Education. Of a theoretical-reflective nature, the study is grounded in frameworks from Digital Culture, Learning Ecologies, and Artificial Intelligence in education, articulated with empirical evidence derived from two interinstitutional qualitative studies conducted in Brazil. The findings indicate that, while Digital Technologies had already been reconfiguring pedagogical practices, Artificial Intelligence introduces more complex forms of mediation by acting in the production, organization, and recommendation of content. It is argued that this process shifts tensions historically associated with technological innovation toward ethical, social, and epistemological dimensions, requiring a repositioning of teachers as critical mediators. The study concludes that contemporary challenges go beyond technological adoption, involving the development of critical, ethical, and socially engaged pedagogical practices within expanded Learning Ecologies.