ARTIFICIAL INTELLIGENCE AND THE DEHUMANIZATION OF THE EDUCATIONAL PROCESS: A PHILOSOPHICAL-PEDAGOGICAL PERSPECTIVE

Abstract

The growing integration of Artificial Intelligence (AI) into education has sparked debates about the nature and purpose of teaching in the digital age. This article offers a critical reflection on the dehumanization of education when algorithms replace the human mediation essential to the pedagogical act. Drawing on Paulo Freire, Dermeval Saviani, and Hannah Arendt, it discusses the ethical and ontological implications of this replacement. Although AI promises efficiency and personalization, it risks reinforcing a technocratic view of learning that limits students’ holistic development. Inspired by Hans Jonas, Shoshana Zuboff, and Neil Selwyn, the text addresses issues such as algorithmic opacity, surveillance, and loss of autonomy. It argues for an ethical and humanizing integration of technology, guided by principles of transparency, participation, and equity, ensuring that AI strengthens — rather than weakens — the human dimension of education.