¿HAY ALGUIEN A.I.?”: BETWEEN WONDER AND DENIAL OF GENERATIVE ARTIFICIAL INTELLIGENCE (GAI) IN TEACHING

Abstract

In this article, we discuss how Generative Artificial Intelligence (GAI), moving beyond naïve perspectives of either glorification or rejection, can be integrated into teaching to foster critical and emancipatory socio-educational practices. We argue that the current context of rapid expansion of digital platforms poses complex challenges to teachers’ autonomy, requiring an urgent political reassessment of technology in contemporary education. Methodologically, we conducted a qualitative bibliographic study of a theoretical-reflective nature, grounded in the epistemological framework of praxis (action–reflection–action) developed by Paulo Freire and Álvaro Vieira Pinto, and articulated with the concept of Technological-Pedagogical Fluency (TPF). Our findings indicate that the structural dependence on private corporate ecosystems and technological oligopolies from developed countries intensifies digital colonialism and the exploitation of educational data generated through teachers’ work in developing nations. We conclude that overcoming naïve consciousness depends on the development of TPF and epistemological curiosity within everyday educational settings. This process enables teachers to act as facilitators of critical consciousness and to challenge the homogeneous and biased responses provided by Big Tech companies in school environments. In this way, technology can be transformed into an authentic instrument of critical awareness, pedagogical resistance, and critical reading of the world, restoring to teachers the ethical control over their own praxis.