Educating in the algoritmic era: pedagogy, vulnerability and social justice

Abstract

 In an age where artificial intelligence and algorithmic technologies are reshaping the very coordinates of the human, education is called upon to question the new forms of exclusion and vulnerability emerging from the interplay between digital power, data control, and cognitive inequalities. The techno-scientific paradigm, while generating unprecedented opportunities for knowledge and connection, simultaneously produces processes of dehumanization and symbolic marginalization that affect both the formation of subjects and the construction of the self. This article offers a critical pedagogical reflection on the algorithmic era as a space where the boundaries of freedom, responsibility, and educational justice are redefined. Building on the concept of digital justice as a principle of equity and recognition within the technological ecosystem, it highlights the need for a pedagogy of vulnerability capable of restoring centrality to experience, critical thinking, and educational relationships as sites of resistance to algorithmic standardization. The aim is to outline a theoretical model of emancipatory and inclusive education which, through an ethics of care and complexity, promotes a conscious and responsible digital citizenship one able to navigate the ambivalences of technology critically and to reclaim the reflective, relational, and political dimensions of the human.