CARTOGRAPHY OF ARTIFICIAL INTELLIGENCE AND DATA PROTECTION IN BASIC EDUCATION

Abstract

This article critically analyzes the presence of artificial intelligence and the application of the General Data Protection Law in Brazilian (GDPR) basic education, based on a regional cartography that includes five states representing the five regions of the country. An interdisciplinary approach was adopted, articulating the fields of law, critical geography, and educational policies. The results indicated the absence of specific local regulations, revealing institutional fragility in the face of the growing platformization of public education. The lack of clear regulations allows the adoption of opaque and automated technologies without guarantees of data protection for children and adolescents, posing ethical and legal risks. The study proposes that public schools be recognized as active regulatory territories, highlighting experiences of resistance and critical teaching practices. It concluded that digital justice in education requires intersectoral public policy that considers territorial diversity and ensures the right to information, transparency, and pedagogical autonomy in the face of artificial intelligence.