Entre la inmediatez y la emancipación - tensiones pedagógicas y comunicativas de la inteligencia artificial en la escuela pública

Abstract

This article describes the impact of artificial intelligence on cognitive sovereignty and discursive agency among 10th-grade students at Colegio Bicentenario de la Independencia (Bogotá), a public school administered under a concession model. Using a sociocritical paradigm and a mixed-methods approach, quantitative and qualitative data—collected through surveys administered to students, teachers, and school administrators—were triangulated. The results reveal the existence of ubiquitous and unregulated use, in which nearly all students frequently access conversational interfaces—primarily ChatGPT—to complete school assignments, which simultaneously generates a fear among them of losing their cognitive sovereignty. At the same time, teachers face a landscape of digital vulnerability, as they lack the formal training needed to incorporate AI into their teaching practices in a reflective and critical manner. These findings contrast the concepts of algorithmic colonization of thought with the tenets of cognitive capitalism and Latin American pedagogical mediation. Thus, it is concluded that it is both relevant and necessary to propose a harmonious transition toward a critical pedagogy with a digital focus, one that positions the teacher’s role in technological mediation and restores intellectual, discursive, and cultural sovereignty to the school.