Reimagining Education in the Age of AI. An Ecosocial and Cosmotechnical Approach from a Critique of Digital Extractivism
DOI:
https://doi.org/10.5281/zenodo.16378226Keywords:
Artificial intelligence, Digital extractivism, Cosmotekhnics, Pedagogical imagination, Ecosocial education, Critical literacyAbstract
This article presents a critical reflection on the role of artificial intelligence (AI) in education from an ecosocial and cosmotechnical perspective. It aims to contribute to a critical technological literacy that highlights the ecological, social, and epistemic impacts of these technologies. Drawing on a situated pedagogical experience developed within an international project on immersive technologies, the paper explores how AI reshapes the relationships between body, knowledge, and environment. It argues for the need to imagine alternative forms of educational AI integration, moving away from dominant technocentric and extractivist approaches. Rather than viewing AI as a neutral or inevitable solution, the article defends the pedagogical value of error, imagination, material engagement, and artistic creation as practices of resistance and knowledge generation. Methodologically, the study combines conceptual review and interpretive analysis, employing a research approach that intertwines theory, narrative, and creative practice. This work addresses the lack of critical and situated perspectives in current educational AI discourse, and offers tools to reimagine technology through care, teacher agency, and epistemic justice.
References
Artemidiastec. (2022, 12 de julio). Cosmotécnica vegetal: Um olhar descentralizado a partir da arte de Diana Scherer. https://artemidiastec.wordpress.com/2022/07/12/cosmotecnica-vegetal-um-olhar-descentralizado-a-partir-da-arte-de-diana-scherer
Aitken, G., Smith, K., Fawns, T. y Jones, D. (2022). Participatory alignment: a positive relationship between educators and students during online masters dissertation supervision. Teaching in Higher Education, 27(6), 772-786. https://doi.org/10.1080/13562517.2020.1744129
Bender, E. M., Gebru, T., McMillan-Major, A. y Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? En Proceedings of the 2021 ACM conference on fairness, accountability, and transparency (pp. 610-623). Association for Computing Machinery. https://doi.org/10.1145/3442188.3445922
Britzman, D. P. (2009). The Very Thought of Education: Psychoanalysis and the Impossible Professions. SUNY Press. https://doi.org/10.1515/9781438426556
Costanza-Chock, S. (2020). Design Justice: Community-Led Practices to Build the Worlds We Need. MIT Press. https://doi.org/10.7551/mitpress/12255.001.0001
Crawford, K. (2021). The Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence. Yale University Press. https://yalebooks.yale.edu/book/9780300264630/atlas-of-ai
ElektrART. (2022). Arte y tecnología. Diseño de experiencias únicas. https://www.elektrart.com
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass.
Haraway, D. (2016). Staying with the Trouble: Making Kin in the Chthulucene. Duke University Press. https://doi.org/10.1515/9780822373780
Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge. https://doi.org/10.4324/9780203700280
Hui, Y. (2021). Art and Cosmotechnics. University of Minnesota Press. https://www.e-flux.com/books/327526/art-and-cosmotechnics
Leavy, P. (2019). Method Meets Art: Arts-Based Research Practice (3rd ed.). Guilford Press. https://www.guilford.com/books/Method-Meets-Art/Patricia-Leavy/9781462538973
Mignolo, W. D. y Walsh, C. E. (2018). On Decoloniality: Concepts, Analytics, Praxis. Duke University Press. https://doi.org/10.1215/9780822371779
Posada, J. (2021). The Coloniality of Data Work in Latin America. arXiv preprint arXiv:2105.06262. https://doi.org/10.48550/arXiv.2105.06262
Ricaurte, P. (2024). Las grandes compañías tecnológicas son aliadas de gobiernos autoritarios. El País. https://elpais.com/america/lideresas-de-latinoamerica/2024-10-16/paola-ricaurte-las-grandes-companias-tecnologicas-son-aliadas-de-gobiernos-autoritarios.html
Rivera Cusicanqui, S. (2015). Un mundo ch’ixi es posible: Ensayos para pensar desde el Abya Yala. Tinta Limón.
Springgay, S. y Truman, S. E. (2018). Walking Methodologies in a More-than-human World: WalkingLab. Routledge. https://doi.org/10.4324/9781315231914
Strubell, E., Ganesh, A. y McCallum, A. (2020). Energy and Policy Considerations for Modern Deep Learning Research. Proceedings of the AAAI Conference on Artificial Intelligence, 34(09), 13693-13696. https://doi.org/10.1609/aaai.v34i09.7123
Walsh, C. (2018). Pedagogías decoloniales: Prácticas insurgentes de resistir, (re)existir y (re)vivir. En C. Walsh (Ed.), Pedagogías decoloniales. Prácticas insurgentes de resistir, (re)existir y (re)vivir (pp. 21-63). Ediciones Abya-Yala.
Williamson, B. y Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International, Brussels, Belguim. https://eprints.qut.edu.au/216577
YukLife. (2021, 15 de julio). Preescolar indígena pone en práctica proyecto didáctico con resultados positivos. YukLife. https://yuklife.com.mx/preescolar-indigena-pone-en-practica-proyecto-didactico-con-resultados-positivos
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Comunicar
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
