• Lizandra Rivero Cruz

  Author

• Oslaida Pardo Morales

  Author

• Beatriz Alarcón Parets

  Author

• Suria Fernández Domecq

  Author

This article provides a methodological approach of the impact of artificial intelligence (AI) on teacher training, particularly in the Latin American context. A review of the literature on this topic revealed that the use of AI, without adequate ethical regulation of EdTech corporations and governments, can exacerbate inequalities in a region marked by technological gaps, regarding access to technology and the development of specific digital skills. Faced with dual narratives that, on the one hand, praise the benefits of AI and, on the other, warn of its dangers, we propose a workshop template to foster teacher awareness through discussions about who defines the values of AI (corporations, states, or communities) and its risks and benefits in unequal educational contexts. The methodology uses provocative questions, group analysis, and collective knowledge-building. The objective is, through exemplification, to contribute to the formation of teachers to analyze, debate and question the use of AI in education as critical agents capable of using this technology as a tool of pedagogical resistance.

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