This article analyzes the convergence between intersectionality, cyberculture, and generative artificial intelligence (AI) through the lens of feminist, Black, and decolonial epistemologies. Based on reflections developed during the 2025 Erasmus+ program, the article presents questions regarding the supposed neutrality of technologies, demonstrating how algorithms operate and modulate social markers of race, gender, and class. The text utilizes Patricia Hill Collins' concept of "controlling images" to denounce algorithmic racism and the Eurocentric biases present in tools that associate Blackness with criminality or standardize hegemonic aesthetics. Conversely, it proposes the exercise of "image control" and "narrative justice," highlighting pedagogical and artistic practices-such as those by Giselle Beiguelman and Joy Buolamwini-that subvert colonial logics. The critical analysis extends to the educational field, confronting the neoliberal discourse of "personalized learning" and feedback automation to advocate, instead, for a pedagogy of multireferentiality and the collective. It concludes that the use of AI in education must be a political and aesthetic gesture of resistance, ai
📖 افتح في inklap 🔗 DOI 📮 اطلب بحثاً