Cognitive Sovereignty and Pedagogical Resistance: A Hermeneutic Critique of Generative Artificial Intelligence from the Global South
DOI:
https://doi.org/10.18050/revucvhacer.v15n2a1Keywords:
Generative artificial intelligence, Cognitive sovereignty, Digital epistemicide, Pedagogical mediation, Algorithmic rationality, Global SouthAbstract
The arrival of generative artificial intelligence in education is not so much a technical challenge as an epistemological
and political crisis. This article explores its implications from a hermeneutic-critical perspective situated in the Global
South. It is argued that the expansion of algorithmic rationality tends to generate a one-dimensionality of thot that
displaces pedagogical judgment, while reproducing the coloniality of knowledge in the form of digital epistemicide. In
light of this double closure, teacher mediation is proposed as a practice of resistance and the plurality of knowledge as a principle of cognitive justice. Drawing on the dialog between the Critical Philosophy of Technology and the
Epistemologies of the South, the article offers a conceptual framework oriented toward cognitive sovereignty—that is,
rehumanizing the educational experience so that technology does not replace the act of thinking but rather is situated within an emancipatory horizon.
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Copyright (c) 2026 Raúl Reinaldo Jojoa Santacruz, Enrique Flores González, Alberto Vianney Trujillo Rodríguez
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