Framing AI Education in Brazil

class: middle

.title[
## FRAMING AI EDUCATION<br>IN BRAZIL
]

Chris Proctor<br>
Februray 24, 2026

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Welcome, introductions, context for the talk.

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# Chris Proctor

- Assistant professor of Learning Sciences at UB
- Founding director of UB's CS teacher preparation program
- MA, MS, PhD from Stanford
- Former high school English teacher and middle school CS teacher

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# Three ideas

1. **Computational literacies** — We should be aiming for many forms of computing and AI practice.

2. **Dialogic identity** — AI becomes part of us; we become part of it. Design for permeability.

3. **A relational approach** — Insights from a broad study on AI in early childhood.

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Brief roadmap for the talk.

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# Computational literacies

.half-frame-left[
LIteracy practices at multiple scales .cite[1]:

- Cognitive
- Situated
- Critical

.refs[
.anchor[1] Kafai & Proctor, 2022
]
]

.half-frame-right[
<img src="/people/chris/2026-ai-ed-brazil/literacy_axes_tight.jpg" style="width:100%;">
]

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The risk of a narrow framing is that we train students for one mode of engagement—often just tool use—and leave them underprepared for everything else.

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# Dialogic identity

.half-frame-left[
- Permeable media as a design goal.
- Collaobration with AI. Three roles:
  - Animator
  - Author
  - Principal
]

.half-frame-right[
<img src="/people/chris/2026-ai-ed-brazil/literacy_axes_tight.jpg" style="width:100%;">
]

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# A relational approach

- AI as a social phenomenon
- Learn from past media transformations: cell phones, social media, CS.
- A role for policy and regulation