Call for Papers “ContraAI”: Pedagogies of Questioning in the Age of Automation
Journal Contrapuntos en Educación, No. 1 (Vol. 2)
Education is not a thing, nor a set of facts; it is always also the question about its meaning that we ask in relation to what happens and what we experience. Education must therefore be understood in the tension between what we live and what moves us as a search, as an aspiration (Van Manen, 2003).
The Journal Contrapuntos en Educación invites the academic community to participate in its upcoming issue entitled “ContraAI”: Pedagogies of Questioning in the Age of Automation, dedicated to critically analyzing the formative, pedagogical, and political challenges posed by the expansion of artificial intelligence in contemporary educational contexts.
We live in a time marked by technological acceleration, the automation of cognitive processes, and the increasing externalization of thought. Artificial intelligence (AI) is being incorporated into education under the promise of efficiency, optimization, and improved pedagogical performance. Instructional planning, written production, assessment, and even interaction and feedback with students are beginning to be mediated—and at times replaced—by algorithmic systems trained on large-scale data structures.
However, the central issue is not merely instrumental but formative: what happens to the experience of learning when the processes of elaboration, questioning, and confrontation can be delegated? Where do the relational processes remain that enable the emergence of genuine educational experiences grounded in human interaction? Furthermore, if learning requires a critical process, how can we face the challenge of learning and generating knowledge without the appropriation of cognitive processes and the possibility of thinking about and questioning them?
This phenomenon must be situated within a broader framework of digital transformation of the public sphere and social experience. Communication through digital technologies, far from necessarily strengthening community, has often favored fragmented, immediate, and artificial forms of interaction that erode the possibility of a shared discourse with temporal depth (Han, 2014). The constant acceleration that characterizes late modernity not only increases the speed of our practices but also alters our relationship with the world, weakening the possibility of a meaningful or “resonant” experience (Rosa, 2019). In this context, immediate responses frequently replace elaborated (critical) thinking, and reaction often replaces reflection.
The expansion of artificial intelligence adds a new layer to this process: not only do we react with immediacy, but we also delegate the very production of discourse. Automation no longer affects only manual labor but also cognitive and formative capacities, producing forms of proletarianization that reach both knowing how to do and knowing how to think (Stiegler, 2016). At the same time, this transformation is embedded in a specific economic logic in which human experience becomes raw material for models of data extraction and accumulation (Zuboff, 2019). AI is therefore not a neutral or harmless tool, but rather a cultural, economic, and political phenomenon that is reshaping the production, circulation, and legitimation of knowledge.
For all these reasons, this monographic issue seeks to promote rigorous and plural reflection on education in times of automation. It calls for contributions that problematize assumptions of technological neutrality and examine the epistemological, ethical, and political implications of artificial intelligence in education.
Suggested thematic linesa) “Contra-AI” as a space of subjectivity and formation.
Critical thinking in the face of the automation of knowledge; teacher education and the development of professional judgment in relation to algorithmic systems; learning in contexts of externalized answers; pedagogies of questioning, doubt, and reflection.
b) AI, power, and knowledge production.
Cognitive capitalism and the commodification of knowledge; the platformization of education; analysis of the economic and political structures supporting the development of AI; ethical regulation and educational public policies.
c) “Contra-AI” as pedagogical practice.
Situated learning versus decontextualized knowledge; educational experiences that integrate AI from a critical perspective; pedagogical design of educational contexts centered on process and transformative reflection.
d) “Contra-AI” as resistance and creation.
Practices of pedagogical resistance to automation; the recovery of educational community in the face of biased algorithmic logic; the defense of writing as a form of self-expression; Socratic dialogue; the reconstruction of practical knowledge and critical thinking as formative practices that cannot be delegated.
The deadline for the submission of articles is June 30, 2026.
Manuscripts must be original, comply with the journal’s editorial guidelines, and be submitted through the journal’s management system. Once the article has been accepted, authors may submit an optional complementary video of up to two minutes in length, following the technical requirements established by the journal.
Han, B.-C. (2014). In the Swarm. Herder.
Rosa, H. (2019). Resonance: A Sociology of Our Relationship to the World (A. Ciria, Trans.). Katz. (Original work published 2016).
Stiegler, B. (2016). The Automatic Society. Vol. 1: The Future of Work. NED Ediciones. (Original work published 2015).
Van Manen, M. (2003). Educational Research and Lived Experience. Idea Educación.
Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. PublicAffairs.
