Artificial intelligence in education

A critical reflection on ethical and social impacts

Abstract

Artificial intelligence (AI) is a branch of computer science that has become ubiquitous in everyday life. In the field of education, its use has sparked debates regarding the challenges inherent to this technology. This article aims to investigate critical perspec- tives on AI in education, seeking to explore the ethical and social implications of its integration. To achieve this goal, a qualitative and exploratory bibliographic review was conducted. Based on recent publications found in academic repositories and on au- thors such as Dora Kaufman, Paulo Freire, and Lucia Santaella, the study reveals how AI, when applied as a sociocultural resource, can personalize learning, facilitate access to knowledge, and promote interactive and creative pedagogical practices. However, there are obstacles and risks that must be considered, such as social inequalities, algo- rithmic biases, surveillance capitalism, oversimplification of knowledge, lack of critical thinking, social bubbles, and threats to data privacy. It is inferred that AI, if used in an ethical and critical manner — fostering dialogue, problematization, and the collec- tive construction of knowledge — can support pedagogical processes. Furthermore, the integration of AI into education must be critically analyzed in order to determine whether it contributes to the perpetuation of social inequalities or whether it can be employed as a tool for emancipation. For an emancipatory digital citizenship to ma- terialize, substantial investments are essential, both in teacher education and in the development of public policies that ensure social justice, oversight, infrastructure, and equity for the benevolent use of these intelligent technologies.