La Urgence Creativa : interroge les transformations de l'éducation à l'ère numérique

Published by Tinta Libre in 2026, the book offers a critical reflection on the commodification of education, the power of digital technologies and the need to preserve educational autonomy and collective creativity.

La Urgencia Creativa (Tinta Libre, 2026) offers a critical perspective on the transformations of contemporary education by examining the expansion of the educational megamachine driven by major Silicon Valley technology companies and the educational technology (EdTech) industry. Engaging with the analyses developed by Mauro Jarquín Ramírez in Pedagogía Ludita and with the philosophy of Gilles Deleuze, Sergio Quiroga emphasizes that the integration of digital technologies into classrooms can foster the commodification of the school experience, the systematic collection of data, the surveillance of students and teachers, and the progressive deprofessionalization of teaching.

From Deleuze's perspective on control societies, power is no longer exercised exclusively through closed institutions and hierarchical structures. It also operates through continuous mechanisms of modulation, algorithms, and digital systems capable of guiding behaviors, anticipating decisions, and defining what can be learned and taught.

Faced with this instrumental rationality, the author mobilizes the notions of rhizome and lines of flight as metaphors for an education capable of building horizontal relationships, opening unexpected paths, and resisting the circuits predetermined by the technological market. Within this framework, creative urgency represents far more than a simple invitation to innovate: it constitutes a political, ethical, and pedagogical demand in favor of imagination, teacher autonomy, cooperation, and the collective capacity to produce meaningful knowledge and experiences.

Faced with algorithmic automation and technological solutionism, which claim to reduce educational complexity to indicators, predictions, and standardized procedures, Sergio Quiroga argues that pedagogical creation is a human, situated, relational, and unpredictable practice. Its richness cannot be measured solely by data, nor can it be replaced by artificial intelligence systems. The creative imperative, therefore, lies in reaffirming education as a space for critical thinking, experimentation, and emancipation, in which teachers and students are not merely passive consumers of technological solutions, but active participants in building alternative futures.

Proposal

The integration of artificial intelligence (AI) into education should not be limited to learning new digital tools. It must become an opportunity to reflect on the transformations of knowledge, the role of teachers, and the training of citizens capable of exercising critical judgment. From this perspective, it is essential to understand that AI is neither neutral nor infallible: its responses depend on the data used, design choices, and the economic interests of the companies that develop it.

One teaching approach involves asking students to analyze the same topic using three sources: a text written by an author, a research paper, and an answer generated by artificial intelligence. By comparing these materials, they can identify errors, omissions, stereotypes, and differences in perspective. They will also have to verify information, locate original sources, and explain why a convincing answer is not necessarily the correct one.

The activity can continue with a collective debate around fundamental questions: who produces knowledge? Who controls the technologies? What happens to students' personal data? Does the use of AI promote intellectual autonomy or does it risk creating a dependence on pre-fabricated answers?

The goal, therefore, is neither to systematically reject artificial intelligence nor to adopt it without reservation, but to use it as an object of study, discussion, and experimentation. In the spirit of Sergio Quiroga's * La Urgencia Creativa* , schools must preserve creativity, cooperation, and pedagogical freedom. AI can support learning, but it must not replace personal reflection, the educational relationship, or human responsibility. Learning with artificial intelligence also means learning to question its power, its limitations, and the futures it helps to build.