Artificial intelligence in classrooms and the reconfiguration of teaching work.

between pedagogical automation and the risks of the "uberization" of teaching work.

Abstract

This article examines the profound transformations that artificial intelligence (AI) is imposing on teaching work in contemporary classrooms, analyzing the dialectical tension between the efficiency gains provided by pedagogical automation and the structural risks of precarious work inspired by the specific uberization model of the platform economy. The investigation is based on recent research conducted by institutions such as Gallup, Walton Family Foundation, RAND Corporation, and Microsoft, whose data reveal that approximately 60% of primary and secondary school teachers in the United States used AI tools during the 2024-2025 school year, saving an average of 5.9 hours per week on administrative tasks. Simultaneously, the expansion of digital platform work models into the education sector presents worrying aspects of labor deregulation, transferring business risks to workers and eroding historical achievements of the teaching profession. The article argues that integrating AI into education requires a regulatory framework that preserves the centrality of human judgment in pedagogical practice, guarantees decent working conditions, and prevents educators from being relegated to precarious services subordinated to algorithms.