Inclusive Arts Education, and Artificial Intelligence: a comparative discursive analysis between Ana Mae Barbosa and her digital avatar
Abstract
This article derives from the research project Inclusive Online Arts Education and presents a comparative analysis of two interviews conducted respectively with the renowned arts educator Ana Mae Barbosa and her digital avatar IA·MAE, with the aim of exploring convergences and differences in their discourses related to inclusive arts education. The avatar was implemented using LLMeducakit, an in-house, open-source platform specifically developed for educational applications of generative artificial intelligence. The comparative study employs open and axial coding carried out with QualCoder, frequency analysis at code intersections, co-occurrence analysis, and discursive reading. The results highlight a thematic affinity between both discourses, both in their critical frameworks and in technocultural aspects; however, a performative divergence is observed: the avatar tends to concentrate on a programmatic and theoretical register, whereas Barbosa’s real voice is situated within an empirical framework of decisions, examples, and personalization, offering a higher degree of pragmatism and transferability.
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