Alfabetización en IA en la educación superior

repensar los deepfakes en el marco de la cultura visual

Abstract

This article analyses the outcomes of the experiential project Introdução aos Deepfakes na Cultura Visual, carried out in 2025 within the course Arte, Educação e Novas Tecnologias of the Master’s in Art Education at the Faculty of Fine Arts of the University of Lisbon. Guided by an a/r/tographic model of arts-based educational research, the project critically examined how generative artificial intelligence (GenAI) can support the development of Open Educational Resources in art and media education. Students engaged in ethical debates, analysed contemporary artworks that employ GenAI, and produced short educational videos using tools such as ChatGPT, NotebookLM, D-ID and HeyGen. The activities were designed to foster critical discussion on deepfakes, authorship, image appropriation and AI-mediated content circulation, while strengthening participants’ awareness of issues such as algorithmic plagiarism, symbolic manipulation and the reconfiguration of visual perception in both formal and informal educational contexts.

Author Biographies

Felipe Aristimuño, Universidade de Lisboa

Researcher specializing in visual arts, media, and inclusive education, currently holding a full-time research position at the Center for Research and Studies in Fine Arts (CIEBA) under the FCT Scientific Employment Stimulus Program (2024–2030). He earned his Ph.D. in Fine Arts from the Faculty of Fine Arts, University of Lisbon (FBAUL, 2020), a postgraduate specialization in Inclusive Education from the Faculty of Human Kinetics, University of Lisbon (FMH-UL, 2022), a Master's degree in Visual Arts Education from the Institute of Education, University of Lisbon (IE-UL, 2011), and a Bachelor's degree in Photography from the Institute of Arts at the Federal University of Rio Grande do Sul (IA-UFRGS, 2007). His research interests encompass visual arts pedagogy, visual culture as an educational paradigm, visual studies, and the integration of digital technologies in education. He previously received a doctoral fellowship from the University of Lisbon.

Ana Sousa, Universidade de Lisboa

Ana Sousa is an invited professor and also a fibre artist. She was born in Lisboa, in 1980, and grew up in Faro, where she attended secondary school in the visual arts, as well as music and drama classes, until 1998. With a BA in Painting (2003), an MA in Arts Education (2007), and also a PhD in the same field (2016), from the Faculdade de Belas-Artes da Universidade de Lisboa (FBAUL), her main research interests focus on global contemporary art practices and the buliding of visual arts curricula. She also has been interested in the connection between the conceptions of visual arts arising from the experiences that the 'prospective teachers' lived as students and the way they intend to teach. Since 2009, she has been working in teacher education, covering the teaching of visual arts and its didactics from pre-school to secondary school, at the FBAUL and other higher education institutions, such as the Escola Superior de Educação do Instituto Politécnico de Lisboa, where she currently also teaches. Since 2018, she has been teaching at the PhD in Arts Education at the Universidade de Lisboa. She is currently mentoring 12 PhS students. Ana Sousa was coordinator of the Arts Education Research Group at the CIEBA (The Artistic Studies Research Center) between July 2019 and January 2023. She is an integrated resercher at the CIEBA and a foreign collaborator in the Research Group Art in Education, Teacher Training and School Curriculum (GPARTEDU), University of São Paulo.

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Published
2026-03-05
How to Cite
Aristimuño, F., & Sousa, A. (2026). Alfabetización en IA en la educación superior. Afluir Journal, 1(Núm. ext.). Retrieved from https://afluir.es/index.php/afluir/article/view/262
Issue
2026: Extraordinary Monograph 6: When Art Educates: New Cartographies of Contemporary Art Education
Section
Artículos