The rapid development of artificial intelligence is transforming educational practices and redefining the ways in which teachers and learners interact with knowledge. Artificial intelligence offers important opportunities for personalization, accessibility, feedback, and learning support. However, its increasing integration into education also raises fundamental questions concerning the human and relational dimensions of teaching and learning. This theoretical article examines the conditions under which artificial intelligence can be integrated into education without weakening the educational relationship. It argues that the main challenge is not to oppose technology and humanity, but to establish a pedagogical framework in which technology remains subordinate to educational purposes. From a humanistic perspective, artificial intelligence should support rather than replace teachers, encourage rather than reduce learner autonomy, and facilitate rather than weaken dialogue and critical thinking. The article proposes a humanistic pedagogy of artificial intelligence based on five principles: human agency, educational relationship, learner autonomy, critical thinking, and ethical responsibility. The article concludes that the future of AI in education should not be defined primarily by technological efficiency, but by its contribution to human development and meaningful educational relationships.