Teaching and learning with machines: augmented intelligence pedagogy

Abstract

The growing integration of Artificial Intelligence (AI) into education demands a redefinition of what it means to teach and learn in the twenty-first century. This work develops a critical pedagogy of augmented intelligence (AI+), understood not merely as the use of technological tools, but as a transformation of the relationship between knowledge, technology, and humanity. Drawing on Latin American philosophical and pedagogical traditions—particularly those of Simón Rodríguez and Paulo Freire—the text reimagines education as a collaborative and ethical process in which humans and machines co-create meaning rather than reproduce automation. Through a qualitative and hermeneutic approach, it analyzes the pedagogical, ethical, and decolonial implications of AI in educational contexts, identifying both emancipatory potential and systemic risks such as surveillance, algorithmic bias, and loss of agency. The discussion proposes six foundational principles for a pedagogy of augmented intelligence: ethical human-machine collaboration, the redefinition of the teacher’s role as designer of learning ecologies, the student as creative co-constructor of knowledge, territorialized education, affectivity as the center of learning, and critical technological literacy. Ultimately, the text argues that augmented intelligence can become a vehicle for freedom and collective creation—provided it is guided by ethical reflection, contextual sensitivity, and a humanistic vision rooted in Latin American thought.