The Right to Opacity in the AI Era: Toward a Critical Pedagogy of Algorithmic Work

Abstract

The growing adoption of Artificial Intelligence systems in educational contexts amplifies the risk of pervasive control and a technocratic reduction of learning to exclusively measurable processes. Drawing by right to opacity, this contribution proposes a pedagogical–critical approach integrating data ethics, Privacy by Design, and the pedagogy of work, outlining models for algorithmic learning environments capable of safeguarding cognitive freedom, complexity, and the agency of the learning subject.