From technical competence to algorithmic praxis: a critical theoretical framework for GenAI and inclusive education
DOI:
https://doi.org/10.5212/PraxEduc.v.21.27000.052Abstract
The rapid spread of generative artificial intelligence (GenAI) systems across educational settings has led to a proliferation of teacher competency frameworks that, despite being technically sophisticated, reproduce an instrumental rationality and lack critical and inclusive foundations. This essay proposes the Critical Technological Appropriation for Authentic Inclusion (ATICA) framework, a critical theoretical framework that redefines teacher competencies for GenAI by bringing together Freirean critical pedagogy, Vygotskian cultural-historical psychology, and Disability Studies. The framework comprises three interrelated dimensions: Critical AI Literacy (LCIA), AI-Mediated Inclusive Pedagogical Design (DPIMA), and Algorithmic Ethics in Teaching Practice (EAPD). The methodology is based on a critical integrative review of five dominant international frameworks (DigComp 2.2, DigCompEdu, ISTE Standards, UNESCO ICT-CFT, and UNESCO AI for Teachers), whose analysis reveals the systematic neglect of disability and the lack of critical engagement with algorithmic bias. ATICA makes a novel contribution to teacher education in Brazil by providing a tool that integrates competence, critical reflection, and a commitment to the inclusion of all participants in education.
Keywords: Generative artificial intelligence. Teacher education. Inclusive education.
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