THE ROBOTIC TEACHER: THE LOSS OF THE HUMAN-PEDAGOGICAL RELATIONSHIP IN THE AGE OF AI

Abstract

This article critically analyzes the impacts of artificial intelligence (AI) on education, highlighting the risks of robotization of teaching and the erosion of the human-pedagogical relationship. It argues that algorithmic mediation, although promising efficiency and personalization, in practice standardizes learning processes, reinforces inequalities, and reduces the role of the teacher to that of an operator of technological tools. Through concrete examples, it demonstrates how AI systems fail to reproduce linguistic and cultural biases, limit teacher autonomy, and transform education into a mechanical and quantifiable process. The text also explores alternatives for the ethical use of technology, defending hybrid models that preserve human agency, the regulation of educational tools, and the revaluation of the teacher as a transformative intellectual. It concludes with a call for public debate on the purposes of education in the digital age, emphasizing the need to prioritize human relationships and emancipatory pedagogical objectives over market and control logics. The reflection proposes that technology should serve education, and not the other way around, preserving spaces for creativity, critical thinking and dialogue – essential dimensions that AI cannot replicate.