Artificial Intelligence as a decolonial pedagogical mediator for the perpetuation of Indigenous languages and knowledge: a theoretical-critical framework from the Truká and Fulni-ô context in the Brazilian Semi-arid

Research International Source checked

Source: PROJEÇÃO E DOCÊNCIA
Published: 24 Jul 2026
Authors: Américo Mota, Bruna Felix de Almeida, Thiago Augusto Cavalcante, Isabelle Bunge, Maria Luíza Carvalho Santana, Anderson Armstrong

Excerpt from source

The crisis facing Brazilian Indigenous languages and traditional knowledge coexists with the rapid expansion of Artificial Intelligence (AI) technologies that may, paradoxically, deepen colonial dynamics or enable unprecedented pedagogical strategies for cultural revitalization. This theoretical-critical essay aims to examine the conditions under which AI can operate as a decolonial pedagogical mediator for the perpetuation of languages and knowledge in Indigenous communities in Northeast Brazil, taking the Truká (Cabrobó-PE) and Fulni-ô (Águas Belas-PE) peoples as a reference. Methodologically, the study is constituted as a narrative literature review and conceptual synthesis, articulating…

Read the source ↗

These stories are gathered automatically from across the web and each source link is checked. A summary never replaces the original — always read the source. Inclusion here is not endorsement.

Related stories

Phenotypic Evaluation of Sunflower (Helianthus Annuus L.) Landraces as a Tool for Conservation and Valorization of Plant Genetic Resources

Community-Governed Digital Preservation of Zambezi Indigenous Knowledge: Transitioning Oral Traditions to Sustainable Learning Documentation in Namibia

Development and implementation of an Indigenous data governance framework and stewardship tool to document, store, and apply Indigenous environmental data in northern Canada

In Order to ‘Say What We Say:’ Archival Protocol that Attends to Indigenous Data Sovereignty