Application of artificial intelligence in indigenous pedagogy: a case study in Basic Education
Open accessAbstract
This study investigates the application of AI tools by indigenous teachers in a continuing education course, emphasizing cultural appreciation and the development of digital competencies. The course adopted an interactive approach, with practical and dynamic sessions that actively involve the indigenous teachers. This allowed for the immediate application of the concepts learned in their own educational and cultural contexts, promoted by ethno-informatics. The course valued and strengthened indigenous culture, encouraging teachers to incorporate elements and symbolism from their traditions into the content and activities developed with the support of artificial intelligence. https://doi.org/10.21723/riaee.v19i00.1932102
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In the Brazilian teacher training programme, no models were retrained and no Indigenous datasets were incorporated, leaving participants dependent on default, externally owned infrastructures.
“Despite this positioning, no models were retrained and no Indigenous datasets were incorporated, leaving participants dependent on default, externally owned infrastructures (Fausto et al., 2024).”
From Towards a decolonial AI sovereignty model for indigenous educational settings (2026) · cites this paper as Fausto et al., 2024
The section “Integração da Inteligência Artificial no Curso” (page not provided) says teachers used DALL-E, Midjourney, Leonardo and Copilot to create culturally relevant images. It does not say whether models were retrained or Indigenous datasets incorporated, nor does it establish that participants remained dependent on externally owned infrastructure. (LLM, conf=0.82)
Experimental — accuracy not yet measuredIn Brazil, educators adapted tools like DALL·E and Copilot for ecological storytelling, but these efforts were confined to prompt-level tweaks, with no authority over datasets or model logic.
“In Brazil, educators adapted tools like DALLÁE and Copilot for ecological storytelling, but these efforts were confined to prompt-level tweaks, with no authority over datasets or model logic (Fausto et al., 2024).”
From Towards a decolonial AI sovereignty model for indigenous educational settings (2026) · cites this paper as Fausto et al., 2024
The Methodology and ‘Integration of Artificial Intelligence in the Course’ sections describe Indigenous teachers in Brazil using DALL-E and Copilot to create culturally relevant illustrations and other visual materials. The Results section includes imagery of a river community and its natural environment, but the paper does not describe the activity as ecological storytelling. It also does not establish that the teachers’ efforts were confined to prompt-level tweaks or assess their authority over datasets or model logic. (LLM, conf=0.86)
Experimental — accuracy not yet measuredIn classrooms, GenAI results in tangible pedagogical harms: automated grading calibrated to Euro-Western norms, misclassification of Indigenous words as 'errors', and visual systems that default to Western ecological framings.
“In classrooms, this results in tangible pedagogical harms: automated grading calibrated to Euro-Western norms, misclassification of Indigenous words as 'errors', and visual systems that default to Western ecological framings (Fausto et al., 2024).”
From Towards a decolonial AI sovereignty model for indigenous educational settings (2026) · cites this paper as Fausto et al., 2024
The Methodology and Integration of AI in the Course sections describe Indigenous teachers using generative AI to make culturally relevant images. The Discussion reports positive educational uses, but does not assess automated grading, Indigenous words being marked as errors, or whether visual systems default to Western ecological framings. Searches for those harms and for cultural bias found no passage addressing them. (LLM, conf=0.73)
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Cited by
Sorted by citations
Towards a decolonial AI sovereignty model for indigenous educational settings
Mbah, M. F., & Jarvis, L. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2626631 · Cited by 7 · see citing works
- Authors
- Fausto, I. R. D. S., Leta, F. R., & Braz, R. M. M.
- Affiliations
- Universidade Federal Fluminense (BR)
- Venue
- Revista Ibero-Americana de Estudos em Educação
- Published
- 2024-12-30
- Volume
- 19
- Issue
- esp. 3
- Pages
- e19321
- ISSN
- 1982-5587 (ISSN-L)
- 2446-8606
- OpenAlex
- W4408225793
- Cited by
- 3
- References
- 0
- Citations by year
- 2026: 2 · 2025: 1
- FWCI
- 4.28
- Type
- journal article
- Language
- pt
- Open access
- diamond
- doi.org
- Licence
- Locations
- Revista Ibero-Americana de Estudos em Educação (publishedVersion, cc-by)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- Topics
- Social Sciences › Cultural Studies › Indigenous Cultures and Socio-Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Cultural Studies › Migration, Education, Indigenous Social Dynamics
- Keywords
- artificial intelligence in education, Indigenous pedagogy, indigenous teachers, continuing teacher education, digital skills, indigenous culture, cultural appreciation, basic education, AI tools
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