The rise of Artificial Intelligence (AI) has transformed data analysis in engineering, challenging the role of statistics in the training of future engineers. As algorithms automate data processing and interpretation, the need arises to develop an educational approach that not only teaches statistical tools but also fosters critical thinking to evaluate and validate AI-generated predictive models.

This study presents an innovative teaching methodology based on roundtable discussions and structured debates within the teaching of statistics in engineering. The objective is to promote a deep understanding of data analysis and its relationship with AI, integrating a critical perspective on its applications and limitations. Students participate in thematic debates on key topics, including the reliability of AI models, the validity of data analysis in decision-making, and the impact of misinformation in social media. ChatGPT acts as a "special guest," providing real-time responses to enrich the discussion and challenge the arguments presented.

To assess the effectiveness of this methodology, an anonymous survey will be conducted among students, analyzing their perception of the usefulness of debates in their learning, the development of analytical thinking, and the connection between statistics and the current technological context. Expected results suggest that this approach fosters the ability to question and validate AI models while reinforcing the understanding of statistical concepts in engineering.

This methodology can be replicated in other areas of engineering, offering an innovative teaching model that integrates statistics with emerging trends in AI and data analysis.

Keywords: Debate, AI, ChatGPT, education.