Projeto de vida e o mundo do trabalho: desafios e possibilidades no contexto do ensino médio
Notice bibliographique
Résumé
Relations with the world of work are especially complex, as they involve economic, social, cultural and educational aspects that directly impact life in society, especially young people in high school. It is important that young people reflect on these issues both inside and outside of school, recognizing that they live in contexts and experiences that, at the same time, distinguish and connect them. They occupy different roles in society and education plays a central role in their formation. This evident complexity is manifested, in part, by the constant evolution of demands in the world of work, driven by technological, economic and social changes in the globalized world. During high school, young people begin to explore paths already facing the challenges of this changing reality. For the study of this dissertation, our general objective is to understand possibilities and challenges in the development of Life Projects with young people in high school, considering contexts of precariousness and flexibility in the world of work. The research methodology adopted is a qualitative, bibliographical approach with documentary analysis. The main guiding question of the investigation is: What are the possibilities and challenges in developing Life Projects with young people in high school, considering contexts of precariousness and flexibility in the world of work? We aim to understand historical milestones of transformations in the world of work and their effects of precariousness and flexibility; discuss how the world of work relates to education, particularly high school, in order to establish personal and social implications for young people's life projects. Anchoring ourselves in pertinent theoretical foundations and authors such as Ricardo Antunes (2002, 2005, 2015, 2017, 2020), Richard Sennett (2009), Anthony Giddens (1990) and Dardot and Laval (2016). To conclude, it was highlighted that it was important to debate the limits and potential of the curricular component "Projeto de Vida e Mundo do Trabalho" in the context of high school youth in the municipality of Concórdia/SC. The research showed that the documents that guide the Teachers of the Component, such as the Base Curriculum of the Catarinense Territory and the Pedagogical Guides of the Life Project Component, from the state network, focusing on the Coordination of Concordia/SC, provide support for the pedagogical practice of teachers in a partial way so that students reflect on their life projects, highlighting some limits for working with the component.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,004 | 0,000 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,004 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».