IFTS N.º 24
- Interim Professor, Laboratory of Language Processing Technologies, LLMs and Agentic AI.
- Interim Professor, Digital Image Processing and Computer Vision.
Education · Culture · Technological transformation
Matías
Barreto
Educator · Technology consultant · Humanist technologist
Steering technology toward human well-being and life in common requires strengthening human, institutional, and collective capacities.
Between La Plata and Mar del Plata · institutional work in Campana · nationwide reach
Profile
About me
Humanist technologist, educator, and consultant in artificial intelligence and digital transformation for education and culture, focused on strengthening creative forms of citizenship and steering technology toward collective well-being and the construction of livable futures. I work at the intersection of education, social sciences, arts, and technologies, with particular attention to artificial intelligence and its cultural, institutional, and political implications. I design and advise on policies, programs, institutional strategies, and systems aimed at developing human, institutional, and collective capacities.
A practice developed across academic, cultural, and public institutions in Argentina, Spain, Germany, and Romania.
- Argentina UBA · UNA Artes Multimediales · CCEBA/AECID · Nube Baja · Escuela Martín Buber · Municipalidad de Campana
- Spain Universitat de Barcelona
- Germany Jugendhaus Fellbach
- Romania Casa de Cultura de Alba Iulia · Casa de Cultura de Cluj-Napoca
Line of work
Genealogy of ideas and programs
The formation of a conceptual core from 2009, its consolidation, and its translation into programs, laboratories, and institutions.
Explore the timeline
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2009–2012
Laboratories, participation, and extradisciplinary research
The classroom-as-laboratory, distributed intelligence, and extradisciplinary collaboration shape the first public records and teaching experience at UBA.
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The ideas began taking shape in 2009 and found their first public records between 2010 and 2011: the classroom transformed into a laboratory, multiple and distributed intelligences, open experimentation, and extradisciplinary collaboration. Teaching at Laboratorio Datos (UBA, 2010–2012). The text «Post-scriptum sobre las intervenciones y las investigaciones extradisciplinarias», published by Proyecto Magritte in 2011, was incorporated into chapter 12 of «Edupunk aplicado. Aprender para emprender» (Fundación Telefónica, 2012), which he co-authored.
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2019
Art, technoscience, and agencies
The UNTREF seminar brings technoscience, materialities, and human and non-human agencies into the conceptual core.
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Participation in «Arte en la era de la biotecnología», a seminar by Daniel López del Rincón at the Master's in Technology and Aesthetics of Electronic Arts (UNTREF): informatic and complex systems, art and technoscience, materialities, human and non-human agencies, distributed intelligences, and the scientific laboratory as an artistic atelier.
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2022–2023
Human–machine co-creation and generativity
The research consolidates around human–machine co-creation, generativity, and algorithmic perception.
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In 2022 these lines gained greater solidity; their digital publication concentrated between April and August 2023: human–machine cooperation, systems art, generativity, synthetic minds, planetary infrastructure, algorithmic perception, and education.
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2023–2024
Institutional circulation
The ideas circulate through classes, programs, and laboratories across Argentina, Spain, Germany, and Romania.
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The research became classes, programs, and laboratories: a guest lecture at Universitat de Barcelona (2023), two programs at MediaLab CCEBA/AECID (2023–2024), a class on systems art in the age of generativity at the Multimedia Arts degree (UNA, Cátedra Causa), training in Alba Iulia and Cluj-Napoca endorsed by the Argentine Ministry of Foreign Affairs, work at Jugendhaus Fellbach, and the in-person creation laboratory at Nube Baja (Buenos Aires, 2024).
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2024
Computing, play, and materialities
The Computer Science orientation and Maker Space translate the research into a demanding, playful school experience.
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Escuela Secundaria Martín Buber (Buenos Aires): curricular co-design, together with Carolina Quintana, of the Computer Science orientation and its Maker Space. A playful, highly demanding pathway for students aged 14 to 16 —from introductory programming and video games to embedded systems, interfaces, and experimentation with materialities— adapting content typical of the first university year and building on learning developed earlier in international contexts.
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2025–present
Institutional synthesis
ETI integrates the genealogy into policy, teaching laboratories, university programs, and technology education.
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The genealogy translates into Integral Technology Education, teaching laboratories in language, AI, and image, university programs, digital-skills bootcamps, and advisory work on educational, cultural, and technological transformation policies.
Present
Institutional activity
UTN Facultad Regional Rosario
- University Extension Lecturer in AI Engineering programs and solution prototyping with an AI for Good approach.
Municipalidad de Campana · Secretaría de Modernización
- Advisor on Modernization and Digital Transformation in Culture and Education.
- General Affairs Coordinator, Polo Tecnológico Educativo de Campana.
Conceptual framework
Integral Technology Education
Integral Technology Education is a pedagogy of care, upbringing, and citizenship for inhabiting sociotechnical environments. It begins from the premise that technologies are neither neutral tools nor external to life: they shape attention, relationships, time, learning, and possibilities for action. Technology education means developing individual and collective capacities to understand, modulate, create, limit, and govern these environments.
- Principle
- Well-being is neither a side effect of innovation nor an exclusively individual responsibility. It is a structural condition that must guide policies, institutions, infrastructures, and technological practices.
- Application
- As an original design framework, ETI helps shape policies, educational programs, and institutional environments that connect digital well-being, technical understanding, judgment, creation, and democratic capacity to make decisions about technology.
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D01
Attentional, bodily, and relational care
Digital well-being is a horizon for care, empathy, upbringing, and life in common. This dimension provides criteria for evaluating rhythms, relationships, decisions, and infrastructures, engaging individuals, organizations, and public policy alike.
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D02
Technical understanding
Understanding how systems work in order to avoid dependence on opaque explanations or purely instrumental use.
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D03
Epistemological judgment
Evaluating evidence, models, sources, uncertainty, and the limits of technologically produced knowledge.
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D04
Creation
Moving from consumption toward the capacity to imagine, prototype, and build technologies with cultural and social meaning.
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D05
Sociotechnical citizenship
Recognizing that contemporary life unfolds across environments where physical and digital dimensions are intertwined. It means understanding how these systems distribute capacities, rights, responsibilities, and power, and participating in steering them toward collective well-being and democratic life.
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D06
Technological sovereignty
Building independent capacities to decide which technologies to adopt, adapt, reject, or develop collectively.
Its purpose is for people, communities, and institutions to become more than technology users: actors capable of making informed decisions, building their own capacities, and steering innovation toward public, democratic, and socially meaningful ends.
Learning environments
Labs and learning
Public teaching repositories and intensive learning experiences that extend education beyond the classroom.
- Language Processing, LLMs, and Agentic AI IFTS N.º 24Notebooks, embeddings, Transformer architectures, and agents.
- Laboratory of Digital Image Technologies IFTS N.º 24A working space for digital image processing and computer vision.
- Applied AI Engineering UTN Facultad Regional RosarioMaterials and code from the program applied to agriculture.
Bootcamps & Digital Skills2025: View all 10 experiences
AI and prototyping
Artificial Intelligence from Scratch
Understanding, experimentation, and construction of assistants and prototypes.
Building Apps with Artificial Intelligence
From idea to MVP through LLMs, interface design, and rapid prototyping.
Vibe Coding: Web Design with AI
AI-assisted web development and deployment, focused on context and design judgment.
Generative AI for Business
Adoption strategies, assistants, and process automation.
Data, programming, and automation
Data Analysis and Visualization
From raw data to visual stories for decision-making.
Introduction to Python
Programming logic through small, clear, and useful scripts.
No-Code Automation with n8n
Workflows, APIs, webhooks, and process integration.
Design and creative technologies
UX: User-Centered Design
Research, early validation, wireframes, and user testing.
Playful Electronics
Physical computing, sensors, tangible interaction, and play.
Creative Coding and Digital Art
Code as an expressive medium for images, installations, and generative systems.
Pedagogical work
Programs and learning experiences
A selection of learning pathways involving artificial intelligence, programming, design, and creative technologies across different educational contexts.
UTN Facultad Regional Rosario
AI Applied to Agriculture
A two-level extension program: data and machine learning foundations, followed by generative AI, agents, computer vision, and deployment.
International cultural cooperation · Argentina–Romania · 2023
AI for Artists, Designers, and Creative Industries
A pioneering learning experience in artificial intelligence and creative practices, developed in Buenos Aires and delivered in Alba Iulia and Cluj-Napoca, with the formal endorsement of the Argentine Ministry of Foreign Affairs.
Escuela Secundaria Martín Buber · Buenos Aires · 2024
Computer Science Orientation
Curricular and Maker Space co-design, together with Carolina Quintana: a playful, highly demanding pathway for students aged 14 to 16, from programming and video games to embedded systems and interfaces.
Multi-institutional trajectory
Creative Coding and Digital Art
A creative coding program using p5.js, Processing, and WebGL, developed at UTN Facultad Regional General Pacheco's University Extension Secretariat, CCEBA, Consejo Provincial de Teatro Independiente (CPTI), Jugendhaus Fellbach, Nube Baja, and Campana Joven.
Student access
Workshops and training
Recent activities and student materials are indexed in Spanish.
Collaboration
Areas of work
Two complementary lines of work to strengthen capacities, guide decisions, and build technological environments in service of human well-being and life in common.