Pedagogical work in the era of Generative AI: toward a critical pharmacology of algorithmic education

Abstract

This contribution examines the impact of generative artificial intelligence on pedagogical work through the concept of technological pharmakon (Stiegler). The analysis highlights the operational characteristics of LLMs based on statistical prediction and their implications for educational practice. By integrating the capabilities approach (Nussbaum) with the ethics of craftsmanship (Sennett), an interpretative framework is proposed that considers both the potential and limitations of cognitive automation. The work suggests guiding principles to preserve the relational dimensions of education, proposing a critical reflection on the competencies required of teachers in the current technological context.