{"id":25486,"date":"2025-03-04T09:27:11","date_gmt":"2025-03-04T08:27:11","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=25486"},"modified":"2025-03-05T09:21:40","modified_gmt":"2025-03-05T08:21:40","slug":"cartografia-de-la-ia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/cartografia-de-la-ia\/","title":{"rendered":"Cartografia de la IA"},"content":{"rendered":"

Cartografia de la IA<\/h1>\n
\"\"
Imatge dels vapors que emanen del Barcelona Supercomputing Center a Barcelona. \/ Foto: cortesia de l’autor<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

All\u00f2 que els docents haurien d’explicar sobre intel\u00b7lig\u00e8ncia artificial<\/h2>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

El Mobile World Congress<\/strong> (MWC) de Barcelona 2025 es consolida, un any m\u00e9s, com a gran teatre neoliberal de la tecnologia. Entre els llums, les presentacions grandiloq\u00fcents i una ret\u00f2rica que oscil\u00b7la entre l’optimisme desbordat i la promesa de revolucions imminents, l’esdeveniment reflecteix fidelment la din\u00e0mica de la ind\u00fastria tecnol\u00f2gica global. \u00c9s una injecci\u00f3 econ\u00f2mica per a Barcelona, \u200b\u200bsens dubte. I una excusa per retirar els pobres de les mirades dels executius, no fos que s\u2019esparveressin. Perqu\u00e8, despr\u00e9s de l’enlluernador aparador d’innovacions, hi ha preguntes cr\u00edtiques que gaireb\u00e9 no troben espai en els discursos oficials o medi\u00e0tics.<\/p>\n

Un de les grans abs\u00e8ncies a la narrativa del MWC \u00e9s l’impacte mediambiental de la intel\u00b7lig\u00e8ncia artificial (IA). I aix\u00f2 que potser l’emerg\u00e8ncia d’alternatives a la IA generativa \u201cuna mica m\u00e9s sostenibles\u201d i de codi obert, com va ser la irrupci\u00f3 a inicis d’any dels nous models de DeepSeek, podrien haver esperonat la ind\u00fastria tecnol\u00f2gica a replantejar-se el model extractiu i destructiu. No pas per inter\u00e8s moral o \u00e8tic, sin\u00f3 per la caiguda en borsa d’algunes companyies.<\/p>\n

Kate Crawford ja ho va denunciar al seu “Atlas of AI” (2021)<\/a><\/span>, on va desmitificar la suposada immaterialitat de la IA, revelant els seus costos energ\u00e8tics, les seves implicacions en l’extracci\u00f3 de recursos i en les desigualtats socials que perpetua, amb l’explotaci\u00f3 de persones de rerefons. En la mateixa l\u00ednia, el Taller Estampa<\/a><\/span>, recentment guardonat amb el Premio Ciutat de Barcelona de Cultura Digita<\/a><\/span>l, ha posat sobre la taula la necessitat de cartografiar la IA des d’una perspectiva cr\u00edtica al seu projecte \u00a0\u00a0\u201cCartografia de la IA Generativa\u201d<\/a><\/span>. \u00c9s sens dubte un contrapunt essencial a les din\u00e0miques globals del MWC. Perqu\u00e8 aquests enfocaments s\u00f3n clau per comprendre el desenvolupament tecnol\u00f2gic, m\u00e9s enll\u00e0 del m\u00e0rqueting empresarial, per\u00f2 tamb\u00e9 s\u00f3n fonamentals per a la doc\u00e8ncia.<\/p>\n

La pregunta \u00e9s inevitable: qu\u00e8 haurien d’estar ensenyant realment els docents sobre IA a les aules? A la llum dels principis de la Declaraci\u00f3 de Barcelona sobre l’\u00fas adequat de la IA<\/a><\/span> (2017) i de les indicacions d’entitats com OEIAC<\/a><\/span> (Observatori d’\u00c8tica en Intel\u00b7lig\u00e8ncia Artificial de Catalunya) o la la UNESCO, la formaci\u00f3 sobre IA no es pot limitar a la programaci\u00f3 d’algorismes o l’\u00fas d’eines d’IA generativa a classe. Necessitem una educaci\u00f3 tecnol\u00f2gica cr\u00edtica que situ\u00ef la IA en el context pol\u00edtic, social, \u00e8tic i ambiental.<\/p>\n

 <\/p>\n

El MWC i la IA acr\u00edtica: la tecnologia com a espectacle<\/strong><\/p>\n

L’MWC representa el paradigma d’una tecnologia convertida en espectacle on la IA es presenta com una for\u00e7a inevitable del progr\u00e9s. \u00c9s una IA medi\u00e0tica, empresarial. No es discuteix o es planteja, per exemple, que entrenar un model d’IA generativa pot consumir la mateixa energia que 125 llars en un any, ni que la mineria de dades necess\u00e0ria per a aquests sistemes requereix una infraestructura que aguditza la crisi clim\u00e0tica i explota les persones en pa\u00efsos empobrits, aquells que no sortiran mai del forat per culpa d’uns deutes imposats. S\u00ed, els mateixos recursos que Trump vol aconseguir d’Ucra\u00efna per als Estats Units, a canvi de suport militar. No \u00e9s casualitat. La IA no \u00e9s nom\u00e9s codi: \u00e9s aigua per refrigerar servidors, \u00e9s liti i terres rares extretes en condicions laborals prec\u00e0ries, \u00e9s una concentraci\u00f3 de poder a poques mans. \u00c9s polaritzaci\u00f3: riquesa per a uns quants, pobresa per a molts.<\/p>\n

El Taller Estampa ha posat en evid\u00e8ncia aquests costos invisibles a la seva “Cartograf\u00eda de la IA Generativa”<\/a><\/span>. Feu una ullada. La tenen en diverses lleng\u00fces i \u00e9s un projecte obert. Mostra com les infraestructures digitals tenen geografies concretes i efectes tangibles a l’economia, l’ecologia i la pol\u00edtica. A les persones. Alguns camins del mapa s\u00f3n tenebrosos.<\/p>\n

En aquest context, la tasca dels docents no pot ser nom\u00e9s l’alfabetitzaci\u00f3 tecnol\u00f2gica en un sentit t\u00e8cnic. Necessitem tamb\u00e9 una educaci\u00f3 cr\u00edtica que permeti als estudiants comprendre com funciona socialment la IA i quins interessos la impulsen. Encara que el m\u00f2bil estigui prohibit als instituts, fora el faran servir. Hem de fer que reflexionin sobre el seu \u00fas, el seu ab\u00fas i, per desgr\u00e0cia, la seva addicci\u00f3 potencial. Tamb\u00e9 sobre les conseq\u00fc\u00e8ncies de tot per a ells mateixos i per a altres persones al m\u00f3n. I per a aquest m\u00f3n.<\/p>\n

 <\/p>\n

\u00c8tica i educaci\u00f3 a IA<\/strong><\/p>\n

Des de la Declaraci\u00f3 de Barcelona fins als principis de la UNESCO, la necessitat d’una IA \u00e8tica no \u00e9s nom\u00e9s un desider\u00e0tum abstracte, sin\u00f3 una necessitat pedag\u00f2gica. Des de la c\u00e8lebre confer\u00e8ncia de Haifa de Mario Bunge (1974), s’ha emfatitzat la import\u00e0ncia d’introduir la tecno\u00e8tica a l’educaci\u00f3. Cal considerar els riscos i les responsabilitats del desenvolupament algor\u00edtmic. No es tracta nom\u00e9s de t\u00e8cnica, sin\u00f3 d’una formaci\u00f3 que capaciti els estudiants per prendre decisions informades, i per exigir tecnologies m\u00e9s transparents i creadors, cient\u00edfics i usuaris m\u00e9s responsables. Entre els aspectes que caldria abordar a l’aula destaquen:<\/p>\n

    \n
  1. Limpacte mediambiental: entendre la IA com a part d\u2019una economia extractiva no nom\u00e9s de dades, sin\u00f3 d\u2019aigua i energia.<\/li>\n
  2. Els biaixos algor\u00edsmics: analitzar com les dades d’entrenament poden perpetuar desigualtats de g\u00e8nere, ra\u00e7a o classe.<\/li>\n
  3. Els drets digitals: comprendre qu\u00e8 implica l’\u00fas d’IA en el capitalisme de vigil\u00e0ncia, la privadesa i la presa de decisions automatitzada.<\/li>\n
  4. L’economia sociopol\u00edtica global de la IA: debatre quins es beneficien de la IA, els seus interessos i repercussions socials i en les guerres al m\u00f3n, i quines s\u00f3n les alternatives socials als models hegem\u00f2nics.<\/li>\n
  5. La regulaci\u00f3 i l’\u00e8tica aplicada: con\u00e8ixer les legislacions emergents, el seu impacte en el desenvolupament tecnol\u00f2gic, i pensar la tecnologia per combatre els seus falsos mites, que diria el fil\u00f2sof Antonio Di\u00e9guez.<\/u><\/li>\n<\/ol>\n

    Per tant, davant d’aquest complex mapa global, \u00e9s imprescindible una did\u00e0ctica de la tecnologia, dins l’especificitat de cada mat\u00e8ria o des de l’acci\u00f3 tutorial, que fomenti el pensament cr\u00edtic i ajudi els estudiants a desenvolupar una comprensi\u00f3 profunda dels impactes de la IA a la societat. Com a ciutadans del m\u00f3n \u00e9s una problem\u00e0tica que no podran evitar.<\/p>\n

    Perqu\u00e8 el MWC 2025 reafirma la necessitat d’una educaci\u00f3 que no nom\u00e9s celebri la innovaci\u00f3, sin\u00f3 que tamb\u00e9 q\u00fcestioni les implicacions. La Cartografia de la IA Generativa del Taller Estampa<\/a><\/span> i els advertiments premonitoris de Kate Crawford ens recorden que la tecnologia no \u00e9s neutral, ni aut\u00f2noma, i que el seu desenvolupament t\u00e9 costos que han de ser considerats i legislats. Els ciutadans haur\u00edem de tenir capacitat per intervenir. Per als docents, aix\u00f2 significa un repte i una responsabilitat: formar els alumnes perqu\u00e8 siguin capa\u00e7os de comprendre, q\u00fcestionar i modelar el futur de la IA, com d’altres tecnologies, des d’una \u00e8tica basada en el coneixement cr\u00edtic i en la just\u00edcia social.<\/p>\n

    ___<\/p>\n

    Cartografia de la IA: file:\/\/\/C:\/Users\/evase\/Downloads\/cartografia%20(1).svg<\/a><\/p>\n

    \n

    Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

    Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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