Bibliographic record
Abstract
Dentro da perspectiva de “place” (lugar) “displacement” (deslocamento) como características do discurso pós-colonial, como também do conceito de “estranhamento” de Shklovski, este trabalho faz uma leitura de “Brazilian House” de P.K.Page, a fim de discutir como este poema reflete não apenas sua sensação de “deslocamento” em relação a seu “eu” canadense, ao confrontar o novo espaço físico que irá habitar no Rio de Janeiro e sua estranheza ao se deparar com o “outro” – os empregados da casa, com os quais irá interagir. O poema, como construção verbal, também irá se libertar do “eu” do poeta e, ao ultrapassar suas “memórias e associações pessoais”, seu “desejo de auto-expressão”, irá adquirir “sua própria realidade”, ampliando deste modo as implicações teóricas de “lugar” e “deslocamento” e, conseqüentemente, seu potencial interpretativo. Abstract: within the perspective of place and displacement as features of post-colonial discourse, as well as of Shklovski’s concept of “defamiliarization, this paper presents a reading of P.K. Page’s “Brazilian House” in order to discuss how this poem reflects her sense of displacement, in relation to her Canadian self, as she confronts the new physical space she is going to inhabit in Rio, and her sense of estrangement as she confronts the other – the intriguing staff of servants she is going to interact with. The poem, as a verbal construct, will also free itself from the poet’s ego and, by moving beyond her “ private memories and associations” and her “desire for self-expression”, it will acquire “its own kind of reality”, thus amplifying the theoretical implications of “place” and “displacement” and, consequently, its interpretive potential.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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".