Entre subjetividades e aparatos pedagógicos: o que nos move a aprender?
Bibliographic record
Abstract
What move us to learn are intangible and invisible subjective processes set in motion in the body and with the body. Social practices and interpersonal forms of relations shape our perceptions of ‘self’ and ‘other’ constructing repertoires that characterize our insertions in the different communities in which we are part. The relations between subjectivity and institutional structures are guided by tensions which extend themselves to the formal conditions of learning. Desires, motivations, affects, doubts and instabilities trespass the timings of learning when being confronted with the resources and pedagogical apparatuses we utilize. Visual culture education proposes to tension and problematize these various trespassing trying to establish transits between subject and collectivity, cultural practices and subjectivities, the thoughtless and the objective, through living experiences which animate us to question and to continue learning as educators and/or students.Keywords: Learning, lived body, subjectivity, visual culture education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.009 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.011 | 0.080 |
| Scholarly communication | 0.024 | 0.024 |
| Open science | 0.002 | 0.016 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.009 | 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".