EDUCATION, TECHNOLOGY, AND HUMANIZATION: A CRITICAL ANALYSIS OF ARTIFICIAL INTELLIGENCE IN SCHOOL CONTEXTS

Abstract

The expansion of Artificial Intelligence (AI) in educational contexts has intensified debates on innovation, personalized learning, and pedagogical efficiency. However, such discourses often obscure ethical, political, and formative tensions surrounding the use of these technologies in schools. This chapter offers a critical analysis of the incorporation of AI in basic and higher education, articulating technology, pedagogy, and humanization. Grounded in critical pedagogy, philosophy of education, and social studies of technology, the text problematizes the technical rationality underlying many educational uses of AI and discusses its impacts on teacher autonomy, human formation, intellectual authorship, and the public meaning of education. It argues that AI integration in education can only be considered formative when subordinated to ethical, critical, and human-centered pedagogical projects that reaffirm the centrality of human relationships, dialogue, and teacher mediation in the educational process.

DOI: https://doi.org/10.56238/sevened2026.004-020