Digital technologies have been exerting an increasing influence on our daily lives, especially in the area of education. Artificial intelligence is currently on the agenda with great emphasis. Much is said about the benefits of AI for educational purposes, but it still seems uncertain how it is actually affecting teaching methods, learning practices and, above all, the roles of teachers and students. This dissertation has the general objective of analyzing the conceptions of university professors about AI and its use in education. The objectives are: 1) to investigate the conceptions of professors about AI; 2) to examine the perspectives of professors on the uses of AI in the classroom and outside it; 3) to analyze the consequences envisioned by professors from the use of AI artifacts. Data collection involved interviews with a group of eight volunteer professors from a private higher education institution in Rio de Janeiro, conducted between September and October 2024. The body of data was subjected to a categorical content analysis. The theoretical framework adopted includes literature on artificial intelligence in education, as well as texts that address more general themes in the field of Education and Technology. The findings are organized according to the following themes: conceptions of AI; uses of AI in teaching practice; impacts of use. The study suggests that, although teachers mostly show different levels of knowledge about the uses of AI in Education, their perspectives vary between enchantment and rejection, with the idea of developing different forms of critical thinking in students being an aspect shared by all interviewees.