Technorealism and Critical Appropriation: Generative AI in History Teaching in Latin America
DOI:
https://doi.org/10.12957/intellectus.2026.96864Keywords:
Artificial Intelligence, History Teaching, Digital Colonialism, Latin America, EducationAbstract
This article investigates how History educators in Latin America can critically appropriate generative AI tools. Based on analysis of technical limitations of language models and problems of techno-optimism and digital colonialism, it argues that refusing or uncritically accepting these technologies are equally inadequate positions. An alternative based on engaged technorealism is proposed: three models of customized GPTs (Socratic tutor, curious learner, and historical sources laboratory) designed to develop critical historical thinking. The proposal does not resolve structural contradictions of digital colonialism, but offers paths of mediated appropriation that reduce harm and expand critical capabilities. It concludes with the need to dispute meanings and uses of these technologies through conscious teacher mediation, critical digital literacy, and structural transformations including Latin American technological sovereignty.
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