CULTURA TÉCNICA E TECNOESTÉTICA NO ENFRENTAMENTO DA DISCRIMINAÇÃO ALGORÍTMICA

IMPLICAÇÕES DECOLONIAIS NA GERAÇÃO DE IMAGENS PARA O ENSINO DE INGLÊS

Abstract

This study analyzes the potential of artificial intelligence in image generation within the context of professional education, focusing on the development of English for Specific Purposes courses. It is based on the understanding that digital technologies are not neutral, but rather reproduce and update historical inequalities, especially regarding the representation of marginalized groups. Grounded in the perspective of coloniality, the research articulates Fanon’s (2020) contributions with the notion of algorithmic discrimination proposed by Silva (2022), considering AI systems as spaces where colonial dynamics are reconfigured. In parallel, the concepts of technical culture and techno-aesthetics, as proposed by Simondon (1998; 2020), are mobilized as foundations for critical analysis and intervention proposals. Methodologically, the study adopts a qualitative approach, based on action research structured in five cycles: diagnosis, planning, action, evaluation, and reflection. The results reveal the presence of biases such as underrepresentation, stereotyping, and sexualization, indicating that the articulation between technical culture and techno-aesthetics constitutes a relevant path to address algorithmic discrimination in the production of educational materials.