A Human‑First Experiential Pedagogy for AI Fluency

Abstract

This paper presents a qualitative experience report on a 60-hour online teacher education course at a Brazilian Federal Institute designed to reframe digital competencies and generative Artificial Intelligence (AI) literacy. Amidst the rapid expansion of Distance Education and generative AI, the study explores how teachers reconstruct their professional identities beyond technical skill acquisition. Analyzing 124 forum messages on digital profiles, 56 case study discussions on AI ethics, and 52 final self-assessment journals, the research utilized reflexive thematic analysis to interpret teacher engagement. Results revealed four interdependent dimensions: emotional and identity-related barriers, the humanization of digital competencies, ethical AI literacy, and the necessity of supportive institutional conditions. Findings suggest that existing competency frameworks often underestimate the emotional and relational tensions inherent in AI engagement. The study concludes that meaningful AI integration requires reflective spaces that prioritize teacher agency and ethical positioning over mere technical performance.