The paralysis of teacher knowledge: how artificial intelligence reinforces primary experience and constrains creativity in the context of datafication

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.21.26167.030

Abstract

Drawing on Gaston Bachelard’s epistemology, this work analyzes the use of Generative Artificial Intelligence (GenAI) in education. Rather than regarding this technology as a neutral tool, it understands it as a probabilistic algorithmic rationality that operates through implicit reasoning and statistical prediction, thereby automating epistemological obstacles. It argues that, in the educational field, the challenge lies in the interaction with this technology, often undertaken uncritically, because it tends to reinforce primary experiences, such as personal opinions, as well as aspects related to animism and substantialism. Such obstacles end up being internalized and hinder pedagogical innovation, even bringing new initiatives to a standstill. Furthermore, this dynamic contributes to a logic of datafication, in which social interactions and teaching and learning processes are converted into numerical data for analysis and management. This scenario undermines teachers’ work, restricts their pedagogical autonomy, and reduces educational activities to technical execution.

Keywords: Generative Artificial Intelligence. Epistemological and didactic obstacles. Algorithmic rationality.

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Author Biographies

  • Vera Rejane Niedersberg Schuhmacher, Universidade do Sul de Santa Catarina

    Professor at the University of Southern Santa Catarina (Unisul), where she serves as a faculty member and researcher in the Graduate Program in Education. She holds a Post-doctorate in Educational Technology from the University of Minho (Gualtar Campus), a Ph.D. in Scientific and Technological Education from the Federal University of Santa Catarina (UFSC), and a Master’s degree in Production Engineering from the same institution. Her research focuses on Digital Information and Communication Technologies (DICT) in Science Education, epistemological and didactic obstacles in the use of DICT in education, computational thinking, digital teaching/learning environments, and educational robotics.

  • Elcio Schuhmacher, Universidade Regional de Blumenau

    University of Minho - Braga - Portugal, focusing on Information Literacy in Science Education. He is interested in Science Education and seeks to assist the new generation in developing higher-order thinking skills. He believes that basic ideas, which are at the heart of all science and mathematics, are simple but powerful for understanding scientific concepts. He leads the Study Group in Educational Technology, where he develops his research on the following topics: Physics Education, Technological Education, Science for All, Information Literacy, and Epistemological Obstacles in Education. His teaching approach is influenced by David Ausubel, who advocates the importance of improving basic concepts in science education to promote meaningful learning.

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Published

2026-06-23

Issue

Vol. 21 (2026): Publicação contínua

Section

Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades

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How to Cite

The paralysis of teacher knowledge: how artificial intelligence reinforces primary experience and constrains creativity in the context of datafication. Práxis Educativa, [S. l.], v. 21, p. 1–18, 2026. DOI: 10.5212/PraxEduc.v.21.26167.030. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26167. Acesso em: 26 jun. 2026.