Derecho a la dificultad y gobernanza democrática de la inteligencia artificial educativa
DOI:
https://doi.org/10.31391/GMLN3461Palavras-chave:
inteligencia artificial generativa, filosofía de la educación, delegación cognitive, dificultad formativa, democracia tecnológicaResumo
El objetivo del artículo es determinar qué operaciones pueden delegarse a la inteligencia artificial (IA) generativa sin desplazar las experiencias mediante las que se forman capacidades y se aprende a responder ante otros. La metodología adopta una reconstrucción filosófico-normativa y utiliza la evidencia empírica reciente como contraste; no como fundamento autónomo de la tesis. La aproximación entiende la educación como formación y apropiación de capacidades (no una mera producción de resultados) y examina la delegación desde la autonomía futura, la agencia epistémica, la responsabilidad relacional y la rendición pública de cuentas. Como resultados, se delimitan el “derecho a la dificultad formativa”, una pretensión institucional prima facie frente a la sustitución injustificada de operaciones constitutivas, y la “dependencia gobernable”, una mediación inteligible, contestable y compatible con la conservación de autoridad sobre fines y criterios, evaluada mediante tres pruebas de justificación. En conclusión, la IA puede integrarse con legitimidad en prácticas cognitivas distribuidas, pero no sustituir, sin justificación pedagógica, las experiencias necesarias para desarrollar capacidades ni tomar de forma autónoma decisiones educativas que afecten a las personas. Su democratización requiere garantizar la participación, la posibilidad de cuestionar las decisiones y la opción de prescindir de estos sistemas sin comprometer las capacidades institucionales.
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