Keywords
teacher knowledge
cultural instrument
How to Cite
Abstract
This theoretical-critical essay analyzes the teaching knowledge necessary to promote ethics and digital citizenship in Basic Education amid the rise of artificial intelligence (AI). Anchored in Historical-Cultural Theory (HCT), the study discusses AI not as a neutral tool, but as a cultural instrument of mediation that reconfigures higher psychological functions. Using the historical-dialectical materialist method, it investigates how the uncritical delegation of cognitive tasks to generative algorithms strains the structure of study activity, threatening the development of theoretical thought in favor of an intellectual mimesis based on pseudoconcepts. The text articulates the contributions of Vygotsky, Leontiev, and Davydov to ground a triad of teaching knowledge: Curricular Knowledge, focused on the genesis of concepts and the ascent from the abstract to the concrete; Pedagogical Knowledge, which organizes study activity to preserve cognitive development and the formation of mental actions; and Ethical-Political Knowledge, aimed at defetishizing technology and deneutralizing algorithmic biases. It is concluded that critical literacy and the development of Computational Thinking act as antidotes to digital alienation, reaffirming teacher mediation as an irreplaceable element to ensure that technology serves the expansion of consciousness and human emancipation rather than promoting the automation of thought.
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