Abstract
Artificial intelligence reconfigures social environments, educational practices and human lives, and its developments mobilize voices for advocates and detractors. The objective is to interpret possibilities, risks and opportunities of artificial intelligence for the purposes of education, through an analogical hermeneutic that establishes a balance between two interpretative extremes: univocity and equivocation. The results indicate impacts of artificial intelligence on the humanistic vision, autonomy, equity, comprehensive training and the same right to education. A balanced understanding mitigates risks and takes advantage of the possibilities of these developments for educational purposes, with the view that they are still in process and demand new inquiries.
EDUCATION; ARTIFICIAL INTELLIGENCE; TEACHING-LEARNING PROCESS; HUMANISM