La inteligencia artificial como herramienta didáctica en el análisis literario escolar implicaciones éticas y pedagógicas

Alba Felipa Barco Arias; Doris Iliana Ramírez Apolo; Zully Paola Martínez Cordero; Deysi Torres De La Cruz; Marcela Mariuxi Tapia Pincay

doi:10.63803/prisma.v1n3.13

Authors

Alba Felipa Barco Arias Unidad Educativa Dr. Antonio Andrade Fajardo Author
Doris Iliana Ramírez Apolo Unidad Educativa Ciudad de Ibarra Author
Zully Paola Martínez Cordero Unidad educativa Junta Nueva Author
Deysi Torres De La Cruz Unidad educativa Francisco Huerta Rendón Author https://orcid.org/0009-0003-4680-8275
Marcela Mariuxi Tapia Pincay Escuela Provincia del Carchi Author https://orcid.org/0009-0002-4717-5038

DOI:

https://doi.org/10.63803/prisma.v1n3.13

Keywords:

Artificial intelligence, Literary analysis, Educational ethics, Pedagogy, Secondary education

Abstract

The integration of artificial intelligence (AI) into educational contexts has opened new pathways for school literary analysis. This technology enhances students' understanding of literary texts, supports critical interpretation, and allows for more personalized teaching and learning experiences. However, its use raises ethical concerns regarding authorship, technological dependence, and access equity, as well as pedagogical challenges related to critical thinking and learner autonomy. This article explores the potential of AI as a didactic tool in school literary analysis, examines the ethical and pedagogical dilemmas it entails, and proposes guidelines for its responsible implementation in the classroom. The study aims to foster a comprehensive reflection that balances the opportunities of AI with the foundational principles of literary education.

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