Brésil/Canada: perspectives transnationales et intersections culturelles
Bibliographic record
Abstract
A partir de uma análise de entrevistas e pesquisa de campo, evidenciamos a alteridade operacionalizada na fase de elaboração de uma rede de cooperação no seio de um acordo institucional. Seis instituições em seis países (Brasil, Canadá, Costa-Rica, Chile, Ilhas Maurício, Senegal) desenvolvem uma rede de conhecimentos em termos de continentes e conteúdos para a formação a distância. Analisamos como essa prática não apenas permite rever a noção de digital divide via a apropriação de tecnologias e o reconhecimento de visões sociais diversificadas e locais, mas contribui para uma experiência compartilhada, que pratica e exprime uma nova articulação de especulação nas novas economias, situando assim as contribuições pós-coloniais singularizadas pelos países implicados (investimento pelas alteridades e repercussões locais).Résumé: À partir d’une analyse de terrain, nous mettons en évidence l’altérité opérationnalisée d’une mise en phase d’un réseau de coopération au sein d’un partenariat institutionnel. Six institutions dans six pays (Brésil, Canada, Costa-Rica, Chili, Île Maurice, Sénégal) développent un réseau de connaissance en termes de contenant(s) et de contenu(s) pour la formation à distance. Nous analysons comment cette pratique non seulement permet de revoir la notion de digital divide via l’appropriation de technologies et la reconnaissance de visions sociales diversifiées et locales, mais contribue à une expertise partagée pratiquant et exprimant une nouvelle articulation de coopération dans les nouvelles économies, situant ainsi les contríbutions postcoloniales singularisées des pays impliqués (investissement par les altérités et répercussions locales).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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 teacher head, 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".