Blending the Artificial Intelligence and the Robotic body in Education

In our pedagogical and didactical reflection, we argue he hypothesis that the processes of subjectivation are marked by an irreducible tension towards a "posthuman becoming" (Braidotti, 2014): a process of openness and hybridization of the subject towards the otherness of nonhuman, organic and machinic entities to which the subject incessantly connects. (Maturana & Varela, 1992; Marchesini, 2002, 2009, 2014; Pinto Minerva&Gallelli, 2004). Social robots represent one of the most advanced frontiers of the hybridization processes just described. In fact, research in this field is focused on the possibility of equipping such anthropomorphic robots with the ability to acquire knowledge and informations from the environment, to connect constructively previous knowledge and acquired knowledge, and to activate relationships with humans and other robots. By the way, proposing a research in the Primary School, we argue the significance of child-social robot collaboration in educational contexts, emphasizing the integration of large language models (LLMs) such as ChatGPT into social robots, in order to enhance children's trust and interaction. Rooted in a tradition of research inspired by Jean Piaget and Turkle's studies on children's interactions with social media, the investigation aims to understand children's perceptions of AI, emotions, and trust. We propose an experiment which involved children aged eight to nine interacting with ChatGPT to promote reasoning about AI.