GLOBALIZAÇÃO, REFORMAS EDUCACIONAIS E ENSINO DE LÍNGUAS: COLABORAÇÃO DE PESQUISA BRASIL/CANADÁ.
Bibliographic record
Abstract
A globalização tem sido uma questão central na redefinição das políticas públicas, sobretudo no papel da língua inglesa como fator de inclusão e exclusão social. Nesse artigo, discuto três aspectos importantes: a interface da globalização com o ensino de língua inglesa, a formação de professores e a implementação de propostas curriculares no contexto brasileiro e a descrição de um projeto interinstitucional de formação de professores em diálogo com pesquisadores canadenses.Palavras-chave: globalização; política linguística; reformas curriculares; Résumé: La globalisation a été un facteur important pour la redéfinition des politiques publiques, surtout pour la définition du rôle de la langue anglaise comme facteur d´inclusion et d´exclusion sociale. Dans cet article, je discute trois aspects importants: l´interface de la globalisation comme enseignement de la langue anglaise, la formation des professeurs et la mise en pratique des propositions curriculaires dans le contexte brésilien, et je décris un projet interinstitutionnel de formation de professeurs à partir des conversations avec des chercheurs canadiens.Mots-clés: globalisation; politique linguistique; réformes curriculaires.Abstract: Globalization has been a centre issue in the redefinition of public policies, particularly the role of english language teaching as a factor of social inclusion and exclusion. In this article I discuss three important aspects: firstly, the interface of globalization with english language teaching, secondly teacher education and curricular implementation in the brazilian context and finally I describe an interinstitutional project of teacher education in dialogue with canadian researchers.Keywords: globalization; language policy; curricular reforms.
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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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.016 | 0.010 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 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 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".