Artificial intelligence and contemporary scientific production: epistemologies, mediations and knowledge disputes

This article examines the role of artificial intelligence (AI) in the production of scientific knowledge from a critical perspective. It explores how AI reshapes research methods, authorship, scientific communication, and teacher education, distinguishing between traditional AI and generative AI. It addresses technical advances as well as risks such as algorithmic bias, epistemic exclusion, and discursive homogenization. Recent regulatory frameworks and the role of prompt design in research are also discussed. The paper advocates for ethical, transparent, and plural governance to ensure equity in science and higher education.