TRANSFORMATIONS IN ACADEMIC WRITING BY ARTIFICIAL INTELLIGENCE TAKING INTO ACCOUNT CREATIVE AND ETHICS IMPLICATIONS

Abstract

This essay considers the transformations occurring in the academic writing process brought about by the mediation of Artificial Intelligence (AI) in the rural educational context of the José Rueda Technical Institute in the Municipality of Palmar, Santander. Its main objective is to examine the ethical and creative implications of these tools, focusing on the risk of “hollow aesthetics” and the loss of the student's narrative sovereignty. The methodology develops a pedagogical reflection grounded in Vygotsky's Zone of Proximal Development, Freire's critical pedagogy, and Cassany's literacy theory. The findings suggest that the immediacy of AI negates the learner's cognitive effort and the cultural identity of their environment by abolishing the trial-and-error process. As a response, the “Didactics of Erasure” is proposed, a three-phase strategy (Provocation, Decolonization, and Re-authorship) that redefines doubt and error as evidence of a unique intellectual process. In conclusion, it is imperative to reclaim authorship and the "scent of the provinces" in contrast to AI-mediated linguistic normalization, transforming technology into a mirror that fosters emancipation and the unique voice of the rural student.