THE TEACHER'S ROLE IN THE FACE OF ARTIFICIAL INTELLIGENCE AND ITS RELATIONSHIP WITH TECHNOLOGICAL MEDIATION: AN EPISTEMOLOGICAL AND CRITICAL REVIEW

Abstract

This essay studies the implications of incorporating AI into current education, as it is not only a major innovation in the use of technology, but also constitutes a new configuration in learning processes. From being a support tool for students in the development of their daily study activities, simplifying even the most complex topics, The use of AI has become a fundamental part of modern education, acquiring significant relevance in the education sector. In this context, a debate has arisen regarding the role of teachers in relation to Artificial Intelligence (AI) and how this represents an epistemological transformation. This transformation involves rethinking knowledge and the new learning techniques that accompany AI, aiming to make this technology a powerful ally and beneficial to students' educational development. Therefore, this project seeks to implement critical teaching mediated by AI, focused on literacy with attention to rural contexts. Educational transformation through technology should complement, not replace, the teacher. AI should be viewed as a valuable tool, ensuring that the essence of person-to-person education and research-based work, which generates benefits for all stakeholders, is not lost.