This study examines the perceptions of Brazilian K-12 education teachers regarding the use of AI in education, specifically General Purpose AI. This investigation employs a quantitative analysis approach, extracting information from a questionnaire completed by 346 educators from various regions of Brazil regarding their AI literacy and use. Educators vary in their educational level, years of experience, and type of educational institution. The analysis of the questionnaires shows that although most educators had only basic or limited knowledge of AI (80.3\%), they showed a strong interest in its application, particularly for the creation of interactive content (80.6%), lesson planning (80.2%), and personalized assessment (68.6%). The potential of AI to promote inclusion and personalized learning is also widely recognized (65.5%). The participants emphasized the importance of discussing ethics and digital citizenship, reflecting on technological dependence, biases, transparency, and responsible use of AI, aligning with critical education and the development of conscious students. Despite enthusiasm for the pedagogical potential of AI, significant structural challenges were identified, including a lack of training (43.4%), technical support (41.9%), and limitations of infrastructure, such as low access to computers, reliable Internet connections, and multimedia resources in schools. The study shows that Brazil is still in a bottom-up model for AI integration, missing official curricula to guide its implementation and structured training for teachers and students. Furthermore, effective implementation of AI depends on integrated public policies, adequate teacher training, and equitable access to technology, promoting ethical, inclusive, and contextually grounded adoption of AI in Brazilian K-12 education.

翻译：本研究探讨巴西K-12教育工作者对人工智能（特别是通用人工智能）在教育领域应用的认知。通过定量分析方法，对来自巴西不同地区的346名教育工作者填写的问卷数据进行分析，内容涵盖其人工智能素养与应用情况。受访教育工作者在教育层级、工作年限及所属教育机构类型上存在差异。问卷分析表明：尽管大多数教育工作者仅具备基础或有限的人工智能知识（80.3%），但他们展现出强烈的应用兴趣，特别是在创建互动内容（80.6%）、课程设计（80.2%）和个性化评估（68.6%）方面。人工智能在促进教育包容性与个性化学习方面的潜力也获得广泛认可（65.5%）。参与者强调探讨伦理与数字公民素养的重要性，反思技术依赖、算法偏见、透明度及人工智能负责任使用等议题，这与批判性教育理念及培养具有自觉意识学生的目标相契合。尽管对人工智能的教学潜力充满热情，研究仍发现显著的结构性挑战，包括培训缺失（43.4%）、技术支持不足（41.9%）以及基础设施局限——如学校计算机设备短缺、网络连接不稳定和多媒体资源匮乏。研究表明巴西的人工智能教育融合仍处于自下而上的模式，缺乏指导实施的官方课程标准及面向师生的系统化培训。此外，人工智能的有效实施有赖于综合性公共政策、充分的教师培训以及公平的技术获取途径，从而推动人工智能在巴西K-12教育中实现符合伦理、包容且契合本土情境的融合。