Idiosyncrasies Of Banking Education In The Age Of Artificial Intelligence: From Traditional Oppression To Algorithmic Governmentality – Part 1

Abstract

This article is the first publication in a broader investigative arc that focuses on a detailed examination of the eight idiosyncrasies constituting the concept of Banking Education presented by Freire in Pedagogy of the Oppressed in 1968. With the aim of demonstrating the relevance of Freirean theses, a detailed analysis of the first corollary of this anti-educational model will be articulated with contemporary challenges in the face of the non-reflective appropriation of information technology and/or AI mechanisms in educational environments. Using an exploratory approach, a comparative study will be presented, taking Freirean Philosophy of Education as a guiding investigative thread to propose a diagnosis of contemporary forms of oppressive education – here termed, following an updated dialogue with Freire's work, "Fintech Education". The main contributions of this work are those that point to the indispensable collaboration that Freirean thought can establish in diagnosing the characteristics of the current educational state, which seems hyperinflated by the massive and indiscriminate presence of AI mechanisms. Thus, just as there were eight idiosyncratic elements of banking education in the context of the beginning of the last quarter of the 20th century, it is also possible to demonstrate the set of eight assumptions that denounce the strategies of educational algorithmization and digital governance of the beginning of this second quarter of the 21st century.