Open challenges between analytical pedagogy and critical literacy. The use of AI in educational environments

The advent of generative Artificial Intelligence and its rapid inclusion in learning environments have challenged processes such as students’ cognitive development, the promotion of critical thinking, and the enhancement of creative processes. This study examines the limitations of artificial intelligence in generating linguistic and visual texts for the Philosophy of Education course. Under a qualitative content analysis, three key concepts of this course were examined; the results demonstrated the limitations of generative AI in meeting advanced academic criteria, as it offers standardized structures that reveal a lack of genuine thought, carrying the risk of factual inaccuracy, and therefore cannot promote an emancipatory practice. Given this situation, the practices of critical literacy are emphasized, both in teacher training and for students within the classroom and their surrounding reality. Its methods in approaching texts and images lay the basis for a re-evaluation of artificial intelligence usage within the context of critical reading skills, fostering critical discrimination while enabling the responsible integration and reshaping of AI in the classroom.