Criterios Pedagógicos para el Uso Ético de la Inteligencia Artificial Generativa Desde la Pedagogía Crítica.

Abstract

This research was conducted at the Canadian School, with students and teachers from the bilingual curriculum of grades ten to twelve, where it was identified that they were being influenced by the wave of Generative Artificial Intelligence (GAI) and lacked clear guidelines for its responsible use. For this reason, the research was aligned with the framework of critical pedagogies, based on analysis, reflective discussion, and directed projects to enrich its theoretical and practical development. Additionally, it integrated the bilingual component of the institution, articulating four fundamental axes: the use of GAI (generative artificial intelligence), the development of digital competencies, the ethical principles of critical pedagogy, and the dynamics of a bilingual educational environment. This research was based on a qualitative approach, using semi-structured questionnaires and interviews, as well as analyzing documents such as lesson plans, coexistence journals, and training sessions. These methods allowed the definition of three categories: (1) the use of GAI in the bilingual learning environment, (2) the GAI tools used in different academic spaces, and (3) the role of critical pedagogy in the context of GAI, which led to the establishment of ethical criteria for its use from the perspective of critical pedagogies. Among the key findings, the importance of promoting GAI as an educational tool stands out, as it facilitates activity design, teaching planning, personalized feedback, and learning support. However, its implementation requires caution: indiscriminate use could hinder the development of cognitive skills (such as critical thinking), foster technological dependence, or violate copyright laws.