ChatGPT and, in general, Generative Artificial Intelligence (GenAI) have been emerging as a transformative tool in education, enabling new possibilities for personalized learning and process automation. Within this context, the present study examines the implications of this technology for teaching and learning through a literature review of current publications available in Portuguese academic repositories. Grounded in the principle that knowledge construction should be based on solid theoretical foundations, this research aims to map existing contributions regarding the adoption of this technology in education and to analyze its benefits and challenges. A mixed-methods approach was employed, integrating qualitative content analysis with a simple quantitative frequency analysis, following the Meta-Model for Analysis and Exploration of Scientific Knowledge® (MAECC®). The findings underscore the dual nature of AI in education: while it holds substantial potential to innovate and transform pedagogical practices, significant challenges persist regarding its adoption and adaptation, particularly concerning ethical considerations. More specifically, the results highlight the capacity of ChatGPT to enhance educational processes while emphasizing that its effective implementation relies on overcoming barriers related to teacher training. Hence, educators must be adequately prepared to address these challenges and harness the benefits that ChatGPT can offer within educational settings. Additionally, the study underscores the critical role of digital literacy in education and proposes directions for future research aimed at further exploring the applications and implications of ChatGPT and Generative AI in educational contexts. Therefore, a deeper investigation in this area is expected to contribute to a more comprehensive understanding of the interplay between AI and human learning, fostering a more sustainable and inclusive educational future.

Keywords: ChatGPT, GenAI, Education, Research Mapping, Portuguese Academic Repositories.