<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000401283</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ds01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La emergencia de la alfabetización crítica en IA: la reconstrucción social de la ciudadanía en democracias bajo acecho digital]]></article-title>
<article-title xml:lang="pt"><![CDATA[O surgimento da alfabetização crítica em IA: a reconstrução social da cidadania em democracias sob cerco digital]]></article-title>
<article-title xml:lang="en"><![CDATA[The emergence of critical AI literacy: the social reconstruction of citizenship in democracies under digital siege]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Artopoulos]]></surname>
<given-names><![CDATA[Alejandro Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lliteras]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Andrés Escuela de Educación ]]></institution>
<addr-line><![CDATA[Ciudad de Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de La Plata Facultad de Informática Centro de Investigación y Formación en Informática Avanzada]]></institution>
<addr-line><![CDATA[La Plata Provincia de Buenos Aires]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>83</numero>
<fpage>1283</fpage>
<lpage>1305</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La alfabetización en IA puede definirse como los conocimientos y habilidades para comprender, evaluar, utilizar e interactuar con la IA para participar en el mundo. Se trata de la evolución adaptativa de la alfabetización en datos, una primera versión que lidiaba con la IA predictiva. En tanto la primera se introduce como una estrategia ordenada, técnica, y hasta neutral, de transición hacia un mundo deseable por venir, la segunda reparó en nutrir el sentido crítico de los ciudadanos (digitales) capaces de distinguir sesgos y desigualdades. ¿se puede sostener un proyecto de alfabetización crítica de la IA? En el presente trabajo analizamos su emergencia en el contexto de democracias acechadas por atropellos algorítmicos. Mediante metodología de mapeo sociotécnico identificamos redes de actores sociales que intentan ensamblar respuestas a los impactos sociopolíticos de la adopción de plataformas con IA que se estabilicen e integren en los sistemas educativos. Se observaron patrones de trayectorias y convergencias, de proyectos como la alfabetización digital, el pensamiento computacional, la alfabetización en medios, y otros. Identificamos los terrenos y bordes disciplinarios, analizamos las limitaciones de los ensambles y proponemos criterios para posibles desarrollos futuros estables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A alfabetização em IA pode ser definida como o conhecimento e as habilidades para entender, avaliar, usar e interagir com a IA para participar do mundo. É a evolução adaptativa da alfabetização em dados, cuja primeira versão tratava da IA preditiva. Enquanto a primeira é apresentada como uma estratégia organizada, técnica e até mesmo neutra de transição para um mundo desejável que está por vir, a segunda se preocupava em nutrir o senso crítico de cidadãos (digitais) capazes de distinguir vieses e desigualdades. Neste artigo, analisamos seu surgimento no contexto de democracias assoladas por ultrajes algorítmicos. Usando a metodologia de mapeamento sociotécnico, identificamos redes de atores sociais que tentam montar respostas aos impactos sociopolíticos da adoção de plataformas de IA estabilizadas e integradas aos sistemas educacionais. Observamos padrões de trajetórias e convergências, de projetos como alfabetização digital, pensamento computacional, alfabetização midiática e outros. Identificamos terrenos e bordas disciplinares, analisamos as limitações dos conjuntos e propomos critérios para possíveis desenvolvimentos futuros estáveis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract AI literacy can be defined as the knowledge and skills to understand, evaluate, use and interact with AI to participate in the world. It is the adaptive evolution of data literacy, a first version of which dealt with predictive AI. While the former is introduced as a tidy, technical, and even neutral strategy of transition to a desirable world to come, the latter is concerned with nurturing the critical sense of (digital) citizens capable of distinguishing biases and inequalities. can an AI critical literacy project be sustained? In this paper we analyse its emergence in the context of democracies beset by algorithmic outrages. Using socio-technical mapping methodology, we identify networks of social actors attempting to assemble responses to the socio-political impacts of the adoption of AI platforms that are stabilised and integrated into education systems. We observed patterns of trajectories and convergences, from projects such as digital literacy, computational thinking, media literacy, and others. We identify disciplinary terrains and edges, analyse the limitations of the assemblages and propose criteria for possible stable future developments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ciudadanía Digital]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia Artificial]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Computacional Crítico]]></kwd>
<kwd lng="es"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Ensamble]]></kwd>
<kwd lng="es"><![CDATA[Sociotécnica.]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania Digital]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência Artificial]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Computacional Crítico]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Assemblage]]></kwd>
<kwd lng="pt"><![CDATA[Sociotécnica.]]></kwd>
<kwd lng="en"><![CDATA[Digital Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Critical Computational Thinking]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Assemblage]]></kwd>
<kwd lng="en"><![CDATA[Sociotechnical.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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