ALGORITHMIC LITERACY AND METACOGNITIVE ORCHESTRATION: TEACHING PRACTICE IN THE AGE OF GENERATIVE INTELLIGENCES

Abstract

The present work investigates the integration of generative artificial intelligences (AIs) in the educational environment, shifting the debate centered on the risk of plagiarism to the potential of these tools in promoting metacognitive orchestration. The study analyzes how algorithmic literacy consolidates itself as an indispensable competence for contemporary teaching practice, preventing educators from being dominated by technical automation. Characterized as a theoretical research and narrative bibliographic review, the methodology crosses references from active pedagogy with computer science. The main results indicate that the technologization of education requires a curatorial stance from the teacher, transforming large language models into engines for creating personalized learning paths. It was found that the strategic use of AIs optimizes high-efficiency study sessions by structuring active retrieval routines, such as atomized questions and spaced repetition. The research concludes that technology does not replace human pedagogical intentionality, but acts as a cognitive amplifier, provided it is based on robust ethical guidelines and data protection in the school environment.