Curriculum in dispute:

teaching, authorship, and neoliberal rationality in the face of generative artificial intelligence

Abstract

The article analyzes how generative artificial intelligence (GenAI) has been in- corporated into curriculum production and examines its implications for au- thorship, pedagogical planning, and teachers’ working conditions within a neo- liberal rationality. Drawing on post-critical curriculum theories, which conceive the curriculum as a cultural, historical, and political artifact, the study discusses teaching as an intellectual practice inseparable from curriculum production. The research adopted a qualitative approach, using structured interviews with ten elementary and high school teachers, analyzed along two dimensions: the perceived usefulness of AI for teaching work and the precautions recommen- ded by teachers regarding this technology. The findings indicate that GenAI is mainly used for developing questions, summaries, and lesson planning, alig- ning with the logic of time optimization. However, they also reveal concerns about technological dependency, the erosion of teacher authorship, and the reinforcement of neoliberal tendencies. The study concludes by emphasizing the need for critical and problematized uses of AI that reaffirm teaching as a creative and ethical practice.