Competencias del Orientador Profesional Brasileño
Bibliographic record
Abstract
RESUMENLas transformaciones y nuevas demandas del mundo del trabajo han protagonizado un importante debate que repercute en el papel que juega la Orientación Profesional. Este debate ha generado mayor atención sobre la formación del orientador profesional, basado en el concepto de competencias. Esta atención se intensificó a partir del estudio iniciado por la IAEVG, que abordó estándares de compe‐ tencias del orientador escolar y profesional en un escenario internacional, proponiendo un modelo de competencias centrales y especializadas. Basado en tal modelo, se presenta una adaptación a las com‐ petencias profesionales del orientador profesional brasileño. Para ello, se utilizó un cuestionario de evaluación de competencias internacionales para orientadores escolares y profesionales desarrollado por Repetto et al. (2004, 2008) y, a partir de los resultados, se discute la formación e intervención del orientador en Brasil y las implicaciones para mejorar la calidad de sus servicios.RESUMOAs transformações e novas demandas do mundo do trabalho têm protagonizado importantes discussões que repercutem no papel da Orientação Profissional. Tais discussões levaram à preocupação com a formação do orientador profissional, partindo do conceito de competências. Esta atenção foi intensificada a partir do estudo iniciado pela IAEVG, que abordou parâmetros de competências do orienta‐ dor escolar e profissional no cenário internacional, propondo um modelo de competências centrais e especializadas. Baseado em tal modelo apresenta-se o levantamento das competências profissionais do orientador profissional brasileiro. Foi utilizado o questionário de avaliação de competências internacionais para orientadores escolares e profissionais desenvolvido por Repetto et al. (2004, 2008) e, a partir dos resultados, discutemse a formação e atuação do orientador no Brasil e implicações para melhor qualidade de seus serviços. ABSTRACT Changes and new demands in the world of work have lead an important debate with implications in the role of Vocational Guidance. This debate has generated mayor attention on the concept of vocatio‐ nal counselor competency based training. This attention increased on the bases of the study initiated by the IAEVG, and its international approach of the competence standards, that proposed a model for core and specialized competencies. Based on that model, an adaptation of the professional competencies of the Brazilian vocational counselor is presented here. With this aim, an evaluation questionnaire developed by Repetto et als. (2004, 2008) was used; from the results of this questionnaire, training and work of guidance practitioners and implications for improving the quality of their service is discussed.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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".