This article had as its goal to revisit, through a narrative literature review, different historical moments, from the 15th to the 21st centuries, in which the emergence of new technologies and/or social changes led to new ways of understanding, conceptualizing, and practicing education, until finally reaching the new questions that c/taíóoíssuch as ChatGPT raise, the main one being: to what extent Artificial Intelligence can replace human teachers? It was concluded that, as a tool, ChatGPT and other similar models represent a considerable potential when it comes to being applied as part of educational practices conducted in school environments. It was also concluded that, instead of replacing the teacher, such tools will most likely require a new displacement of their function, in which competence and creativity to formulate complex questions should be highly valued. [ABSTRACT FROM AUTHOR]