RUMINATING AGAINST THE MACHINE: GOVERNMENTALITU, ARTIFICIAL INTELLIGENCE, AND THE TEACHING OF PHILOSOPHY AS A COUNTERPOINT TO MACHINE THINKING

GOVERNAMENTALIDADE, INTELIGÊNCIA ARTIFICIAL E O ENSINO DE FILOSOFIA COMO CONTRAPONTO AO PENSAMENTO MAQUÍNICO

Abstract

This article analyzes the impacts of the expansion of artificial intelligence (AI) and algorithmic systems on education, especially the teaching of Philosophy, in light of Foucault's concept of governmentality. It argues that, in the context of digital neoliberalism, so-called algorithmic governmentality not only monitors but also anticipates, guides, and modulates behaviors, converting data and subjective experiences into economic and political resources. This process strains central notions such as autonomy, subjectivity, and freedom of will, directly impacting educational practices, which are increasingly subjected to performative, metric, and technocratic logics. In this context, the text defends the teaching of Philosophy as a privileged space for ethical and formative resistance. Articulating Foucault's critique of power with Nietzsche's philosophy, it proposes the notion of "rumination" as a methodological and pedagogical strategy capable of counteracting machine thinking. In this sense, rumination means thinking slowly, interpreting critically, maturing experiences, and producing unique meanings, in opposition to the cognitive acceleration and automatism promoted by generative artificial intelligences. This qualitative and critical research argues that Philosophy, by stimulating critical literacy and ethical reflection on emerging technologies, can mitigate the effects of algorithmic rationality. It concludes that the teaching of Philosophy remains essential for forming individuals capable of inhabiting the digital world consciously, critically, and autonomously, reaffirming education as a practice of freedom amidst the challenges posed by artificial intelligence.