Reimaginar la educación ante la IA. Un enfoque ecosocial y cosmotécnico desde la crítica al extractivismo digital.
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| Title: | Reimaginar la educación ante la IA. Un enfoque ecosocial y cosmotécnico desde la crítica al extractivismo digital. |
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| Alternate Title: | Reimagining Education in the Age of AI. An Ecosocial and Cosmotechnical Approach from a Critique of Digital Extractivism. |
| Authors: | Tomàs Marquina, Daniel1 datomar.upv@gmail.com |
| Source: | Comunicar. Jul2025, Vol. 33 Issue 82, p217-229. 13p. |
| Subject Terms: | *Artificial intelligence, *Technological literacy, *Critical thinking, *Critical literacy, *Artistic creation |
| Abstract (English): | 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. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo ofrece una reflexión crítica sobre el papel de la inteligencia artificial (IA) en la educación desde un enfoque ecosocial y cosmotécnico, con el objetivo de contribuir a una alfabetización tecnológica crítica que visibilice los impactos ecológicos, sociales y epistémicos de estas tecnologías. A través de una experiencia pedagógica situada en el marco de un proyecto internacional sobre tecnologías inmersivas, se analiza cómo la IA reconfigura las relaciones entre cuerpo, conocimiento y entorno. Se argumenta la necesidad de imaginar formas alternativas de integrar la IA en los procesos educativos, alejadas de los enfoques tecnocéntricos y extractivistas dominantes. En lugar de asumir la IA como una solución neutra o inevitable, el artículo reivindica el valor pedagógico del error, la imaginación, el trabajo con la materia y la creación artística como prácticas de resistencia y generación de conocimiento. La metodología combina revisión conceptual y análisis interpretativo, con una aproximación que articula teoría, narración y práctica creativa. Este trabajo responde a la falta de perspectivas críticas y situadas en el debate actual sobre IA educativa, y busca aportar herramientas para repensar la tecnología desde el cuidado, la agencia docente y la justicia epistémica. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187219294 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reimaginar la educación ante la IA. Un enfoque ecosocial y cosmotécnico desde la crítica al extractivismo digital. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Reimagining Education in the Age of AI. An Ecosocial and Cosmotechnical Approach from a Critique of Digital Extractivism. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tomàs+Marquina%2C+Daniel%22">Tomàs Marquina, Daniel</searchLink><relatesTo>1</relatesTo><i> datomar.upv@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. Jul2025, Vol. 33 Issue 82, p217-229. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Technological+literacy%22">Technological literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+literacy%22">Critical literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Artistic+creation%22">Artistic creation</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este artículo ofrece una reflexión crítica sobre el papel de la inteligencia artificial (IA) en la educación desde un enfoque ecosocial y cosmotécnico, con el objetivo de contribuir a una alfabetización tecnológica crítica que visibilice los impactos ecológicos, sociales y epistémicos de estas tecnologías. A través de una experiencia pedagógica situada en el marco de un proyecto internacional sobre tecnologías inmersivas, se analiza cómo la IA reconfigura las relaciones entre cuerpo, conocimiento y entorno. Se argumenta la necesidad de imaginar formas alternativas de integrar la IA en los procesos educativos, alejadas de los enfoques tecnocéntricos y extractivistas dominantes. En lugar de asumir la IA como una solución neutra o inevitable, el artículo reivindica el valor pedagógico del error, la imaginación, el trabajo con la materia y la creación artística como prácticas de resistencia y generación de conocimiento. La metodología combina revisión conceptual y análisis interpretativo, con una aproximación que articula teoría, narración y práctica creativa. Este trabajo responde a la falta de perspectivas críticas y situadas en el debate actual sobre IA educativa, y busca aportar herramientas para repensar la tecnología desde el cuidado, la agencia docente y la justicia epistémica. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187219294 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.16378226 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 13 StartPage: 217 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Technological literacy Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Critical literacy Type: general – SubjectFull: Artistic creation Type: general Titles: – TitleFull: Reimaginar la educación ante la IA. Un enfoque ecosocial y cosmotécnico desde la crítica al extractivismo digital. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tomàs Marquina, Daniel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 33 – Type: issue Value: 82 Titles: – TitleFull: Comunicar Type: main |
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