The incorporation of artificial intelligence into educational contexts intensifies challenges that already existed in the field of digital literacy in Brazil. In addition to structural barriers and inadequate teacher training, it is necessary to address epistemic inequalities associated with the production, validation, and circulation of knowledge mediated by digital technologies. In this workshop, we propose the development of a situated pedagogical practice focused on active learning and formative assessment through the critical use of AI. The proposal aims to contribute to media and artificial intelligence literacy by promoting reflection on the processes of technology production, the narratives that take center stage, the realities that become visible, and those that remain silenced.