Rodrigues, Gabriela RochaSilva, Weslley Mageski da2025-12-232025-12-232025-10-13https://repositorio.ifrr.edu.br/handle/123456789/257The growing integration of artificial intelligence (AI) into educational environments has brought about significant changes in teaching and learning processes, particularly regarding the promotion of student autonomy. In this context, self-regulated learning (SRL) is an essential competence for fostering critical, reflective, and active learners in their educational trajectories. This article aims to analyze, based on a systematic literature review guided by the comparative method, how artificial intelligence can contribute to the development of SRL among students in the final grades of lower secondary education and in upper secondary education. The corpus of analysis consists of academic works available in the Brazilian Digital Library of Theses and Dissertations (BDTD), refined by criteria of thematic relevance, year of publication (from 2015 onwards), field of knowledge, and type of document. The theoretical framework is grounded in the works of Zimmerman (2000; 2008; 2002), Schunk (2011), and Greene (2011). The empirical locus of discussion is the AprendiZAP platform, a free social technology operated by the 1Bi Foundation, which integrates AI and pedagogical content through WhatsApp and a web environment, with the potential to promote SRL in alignment with the Brazilian National Common Curricular Base (BNCC). The results highlight the relevance of using AI systems to personalize learning and mediate self-regulatory practices, revealing both the potential and the limitations of their critical and contextualized application in basic education.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilInteligência artificialAutorregulação da aprendizagemAprendiZAPtcc_especializacaoCIENCIAS HUMANAS::EDUCACAOMetodos de Ensino