ARCHITECTURE AND IMPLEMENTATION OF A WEB CONSUMER FOR CURATING PEDAGOGICAL USES OF ARTIFICIAL INTELLIGENCE IN HISTORICAL-CRITICAL PEDAGOGY

Abstract

The growing incorporation of Artificial Intelligence (AI) technologies in educational contexts has increased the need for mechanisms capable of organizing, validating, and systematizing pedagogical practices mediated by such tools. In this context, this paper presents the development and implementation of the final stage of a system called PHC Consumer, designed to register, analyze, and validate pedagogical uses of AI tools based on the principles of Historical-Critical Pedagogy (HCP). The objective of this stage was to structure a web-based environment that enables different user roles to participate in the process of pedagogical curation, ensuring both collaborative contributions from teachers and academic validation of the submitted content. The system architecture was developed using widely adopted web technologies, with Spring Boot in the backend and the Thymeleaf template engine in the presentation layer. The implementation included an authentication and authorization model based on user roles, distinguishing two main profiles: teacher and moderator. Teachers are allowed to register new links between AI tools and the phases of Historical-Critical Pedagogy, describing related AI concepts, pedagogical explanations, and examples of classroom application. Moderators, in turn, act as content curators, evaluating and approving the submissions before they become officially available within the system. To ensure security and proper session management, the application implements login and logout functionalities using Spring Security. The system workflow establishes that contributions submitted by teachers are initially stored as pending entries and must be reviewed by moderators responsible for validating their pedagogical relevance. This moderation process enhances the reliability and quality of the information stored in the system while fostering a collaborative construction of knowledge regarding educational uses of AI. Additionally, the application provides paginated listing of records and organizes the stored information according to the phases of HCP—social practice, problematization, instrumentalization, catharsis, and final social practice. Thus, the system not only functions as a repository but also contributes to the systematization of pedagogical experiences involving AI, enabling their analysis and potential reuse in different educational contexts. The results demonstrate the feasibility of a digital platform designed to support the collaborative and validated construction of pedagogical practices mediated by emerging technologies. It is concluded that the integration of web architecture, role-based access control, and moderation mechanisms represents an effective strategy to ensure quality and reliability in collaborative educational repositories focused on the pedagogical application of artificial intelligence.