ABSTRACT
By raising the issue of critical encounters between children and AItech in primary school, this volume has endeavoured to prepare a fundamentally as-yet-uncultivated terrain where some questions can germinate. These questions breathe new life into this issue and engage the educational sciences in problematising what currently exists: is the possibility of a critical (reflective-deliberative and creative) encounter with AItech already embedded in today’s schooling? What are the fundamental features of a techno-aesthetic experience with the power to stimulate and nurture this critical encounter? What design guidelines would support, structure and orient current but still nascent critical-creative projects so as to make them into actual (systematic and intentional) educational practices for primary schools?
