ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: PEDAGOGICAL PRACTICES, LANGUAGE AND CRITICAL EDUCATION

Abstract

The growing presence of Artificial Intelligence (AI) in education has led to significant transformations in pedagogical practices, particularly in language-related activities developed in schools. This article discusses the integration of AI into the classroom from a critical perspective, articulating language, authorship, pedagogical practices, and teacher education. Grounded in studies on digital literacies, technodiscursivity, and pedagogical innovation, the text understands AI as a sociotechnical mediation that reshapes processes of reading, writing, and meaning-making. The theoretical analysis highlights that the pedagogical use of AI requires intentional teacher mediation, critical teacher education, and careful consideration of ethical issues, especially regarding authorship, assessment, and students’ intellectual autonomy. It is concluded that the integration of AI into education can contribute to more reflective and meaningful pedagogical practices, provided it is guided by ethical principles and supported by robust teacher education.