Repensar la ética en la era de la IA: más allá de una pedagogía de la crueldad // Rethinking ethics in the era of AI: beyond a pedagogy of crudelty.

Current ethical proposals about AI in education, centered on universal principles such as transparency and privacy, often act as palliatives that legitimise the continuity of the technocratic project, as part of a “pedagogy of cruelty” as Rita Segato claims. This article aims to counter this prevailing approach and emphasises the need to redefine the contours of ethics understood as a situated, affective and relational practice, which is therefore linked to the idea of care. In order to sustain this premise, the methodology adopted is that of critical argumentation around ethical theorising, taking three dimensions: digital literacy as a soft power that includes ethics as another dimension; the stratified and intricate nature of platform infrastructures that are instead presented as a simple interface, invisibilising affective and cognitive manipulation, a feature that flagrantly contradicts claims of educational quality and effectiveness as a principle of "goodness"; and the need for plural epistemologies that deconstruct the epistemic injustice present in a (supposedly) universal ethics of AI. The article concludes with a conceptualisation that proposes new lines of practice and research. Specifically, we contend that it is necessary to repeal standards and checklists related to a sort of ethical "patina", considering instead an educational ethics centered on deliberation, conflict and vulnerability as conditions for imagining more just forms of life and education in the digital age. This approach seeks to resist a pedagogy of cruelty and promote techno-pedagogical practices committed to care and justice.