Liberation and decolonization of the gaze in digital art education
DOI:
https://doi.org/10.55873/z032qe06Keywords:
symbolic literacy, sensible emancipation, symbolic liberation, algorithmic simulacrum, socio-aestheticsAbstract
The problem addressed was the influence of artificial intelligence on art education, particularly its role in shaping imaginaries and producing an algorithmic aesthetic that threatens to displace creative autonomy. The objective of the study was to analyze, from a socioaesthetic perspective, how algorithmic devices reconfigure perception, modes of representation, and the construction of subjectivities within the pedagogical context. As materials and methods, the study employed Symbolic Discourse Analysis (SDA) to examine social representations produced in digital environments and their impact on aesthetic experience. The research drew upon categories derived from critical and hermeneutic thought, considering dimensions of sensible emancipation, visual culture, symbolic literacy, and aesthetic utopia. The results showed that artificial intelligence reinforces standardized visual patterns, normalizes aesthetics detached from critical experience, and tends to render counter-hegemonic communities and narratives invisible. Furthermore, it was identified that digital technofeudalism concentrates control over visual culture and shifts artistic practices toward self-sufficient simulacra, thereby weakening symbolic diversity.
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