Bibliographic record
Abstract
A educação deve ser também um espaço de cidadania e de respeito aos direitos humanos, o que tem levado a educação a discutir o tema da inclusão de grupos minoritários. Na discussão sobre as políticas voltadas às minorias sexuais, Canadá e Brasil se encontram em lados opostos. Enquanto que no Canadá a Canadian Charter of Rights and Freedom pune toda discriminação contra orientação sexual desde 1982; no Brasil, até o momento, não há nenhuma lei federal explícita que puna esse tipo de discriminação. Este artigo busca discutir algumas das políticas educacionais sobre diversidade sexual no Canadá como resultado de sua política nacional voltada à diversidade. Também traz dados de uma pesquisa realizada com estudantes de Educação de uma universidade canadense sobre o tema da diversidade sexual. A proposta é comparar a situação do Canadá com o atraso e algumas vezes a ausência de tais políticas no Brasil, o que traz implicações significativas no campo da educação. Ressalta por fim a necessidade de mais espaço no currículo para as discussões sobre diversidade sexual. Palavras chave: Diversidade sexual. Homossexualidade. Homofobia. Educação. Education and sexual diversity: Brazil/Canada interfaces Abstract Education must be also a space of citizenship and respect for human rights, which has been leading to educational discussions on the inclusion of minority groups. When it comes to politics towards sexual minorities rights, Canada and Brazil are in the opposite sides. While in Canada the Canadian Charter of Rights and Freedom punishes any discrimination against sexual orientation since 1982; so far in Brazil there no explicit federal law punishing this kind of discrimination. This article aims to discuss some educational politics about sexual diversity in Canada as a result of its national politics towards diversity. It also shows some data about a survey conducted with graduate students of Education in a Canadian university. The purpose is to compare the situation in Canada with the delay and sometimes the absence of such politics in Brazil, which has significant remarks in the field of education. Finally it remarks the necessity of more space in the curriculum to discussing sexual diversity. Key words: Sexual diversity. Homosexuality. Homophobia. Education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.045 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".