Patrimonialism and Integrationism in the use of AI for Amerindian languages learning

Cuba M.M.; Rosales León T.F.; Patricio S.S.; Paredes Soria A.A. · Encuentros (Maracaibo) (2025) · DOI: 10.5281/zenodo.15420751

Resumen

This article reviews the debate implicit in UNESCO documents between integration and patrimonialization in relation to the teaching and research of Amerindian languages through AI. It is observed that, despite not being declared, there is an argumentative tension between those who propose state regulation of AI to prevent global integration (patrimonialism), and those who think of AI as a resource to improve the integration of culturally peripheral communities (global intercultural integration). To do so, the discourse of several documents is analyzed and their ideological predispositions are organized. Based on the impact of educational technologies on the personalization of learning, expanded access to global resources, and on the improvement of academic performance, it is proposed to use AI to expand the possibilities of politically and culturally empowering indigenous youth in a framework of greater intercultural interaction and thereby promote critical thinking through learning management platforms and educational applications.

Instituciones: Universidad Nacional Federico Villarreal