Cyborg literacies: an anarchic, paradigmatic, and posthuman reading of digital literacy and artificial intelligence literacy
DOI:
https://doi.org/10.5007/1807-9288.2026.e109519Keywords:
Digital Literacy, Artificial Intelligence Literacy, Cyborg Literacy, Posthumanism, Basic educationAbstract
This article addresses the concepts of Digital Literacy and Artificial Intelligence Literacy, proposing Cyborg Literacy as an anarchic and posthuman interpretation of these educational practices. Methodologically, the study is grounded in bibliographic review and conceptual analysis. The discussion begins with the understanding that Digital Literacy, consolidated in recent decades as a social practice oriented toward criticality and multimodal competence, encounters limitations considering the transformations brought about by the emergence of generative artificial intelligences. Artificial Intelligence Literacy thus emerges as an ethical and pedagogical response, seeking to integrate AI into educational processes in a critical, responsible, and sustainable manner. However, by maintaining the human as the center of knowledge and decision-making, it still reproduces the anthropocentric ontology that structures modern thought. Drawing on contributions from authors such as Kuhn (2013), Feyerabend (2007), Haraway (2000), Hayles (1999), Marchesini (2010), Latour (2021), and XXX (2024; 2025), it is argued that contemporary literacy practices demand an epistemological revision that recognizes cognition as a phenomenon distributed among humans and non-humans. It is concluded that Cyborg Literacy not only expands the scope of previous literacies but also inaugurates a way of thinking about education as an ecology of intelligences, in which learning implies corresponding and coexisting with the other, biological or machinic, within a network of interdependent social practices.
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