People with disabilities in nursing education

generative artificial intelligence and transformative praxis

Authors

Keywords:

Education, Nursing, Education, Special, Artificial Intelligence, Equity, Persons with Disabilities

Abstract

Objective: To critically analyze the contradictions, challenges, and possibilities of generative artificial intelligence as a catalyst for emancipatory and inclusive nursing education, focusing on the singularities of students with disabilities.

Method: A theoretical-reflective essay developed between August 2024 and May 2025, grounded in Paulo Freire’s critical pedagogy and in frameworks on cognitive justice and inclusive technologies. The text was developed based on the analysis of national and international normative documents on inclusion and governance of generative artificial intelligence.

Results: It was structured into two axes: ethical and epistemological contradictions of generative artificial intelligence as a mediator of inclusive educational practices; and elements for a transformative praxis based on critical technological mediation committed to equity.

Conclusion: Generative artificial intelligence, when critically mediated, can expand accessibility for students with disabilities in nursing education. However, its uncritical use tends to reinforce barriers and deepen inequalities.

Author Biographies

Nádile Juliane Costa de Castro, Federal University of Pará, Belém, PA, Brazil.

Nurse. PhD in Socio-environmental Sciences. Professor at the Federal University of Pará, Belém, PA, Brazil.

Juliana Costa de Castro, Madre Celeste Higher Education School, Belém, PA, Brazil.

Lawyer. Specialist in Administrative Law. Madre Celeste Higher Education School, Belém, PA, Brazil.

Dândara Lanara Sousa Cordeiro, Federal University of Pará, Belém, PA, Brazil.

Undergraduate student in Nursing. Student at the Federal University of Pará, Belém, PA, Brazil.

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Published

2026-04-06

How to Cite

de Castro, N. J. C., de Castro, J. C., & Cordeiro, D. L. S. (2026). People with disabilities in nursing education: generative artificial intelligence and transformative praxis. Cogitare Enfermagem, 31. Retrieved from https://revistas.ufpr.br/cogitare/article/view/100677

Issue

Vol. 31 (2026)

Section

Review

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Copyright (c) 2026 Nádile Juliane Costa de Castro, Juliana Costa de Castro, Dândara Lanara Sousa Cordeiro

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