Expansion del Acceso y Reformas del Currículo en la Educación Escolar Latinoaméricana: Implicancias para la Cohesión Social
Why this work is in the frame
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Bibliographic record
Abstract
espanolSe examinan las politicas educacionales de la ultima decada y media en Amercia Latina desde la perspectiva de su contribucion a la cohesion social. Luego de establecer la direccion de la relacion entre educacion y cohesion social, se evalua el impacto de la sustancial expansion de las coberturas educativas en la region como una contribucion a la cohesion social, al asegurar recursos simbolicos comunes a mayor proporcion de la poblacion, asi como dinamicas de movilidad intergeneracional en educacion que tambien contribuyen a la cohesion. En una segunda dimension de impacto de la educacion sobre la cohesion social, el articulo da cuenta de un analisis comparado de los curriculos de formacion ciudadana en siete paises de la region -Argentina, Brasil, Colombia, Chile, Guatemala, Mexico y Peru-, a los que se interroga en terminos de sus orientaciones hacia la formacion de capital social puente (entre grupos), o capital social vinculante (dentro de grupos) (Putnam, 2000), asi como respecto a la relacion que establecen con el pasado como base para la formacion de una identidad comun (nacional) entre grupos con marcadas diferencias socio-economicas. El analisis concluye que las orientaciones de los curriculos de varios de los paises examinados son problematicas desde la perspectiva de cohesion social de la sociedad nacional. EnglishThe article examines Latin American educational policies in the last decade and a half from the perspective of their contribution to social cohesion. After establishing the direct relation between education and social cohesion, the author evaluates the impact of the substantial expansion of schooling in the region as a contributor to social cohesion. The latter takes place because education ensures the sharing of common symbolic resources among a large percentage of the population. It also facilitates dynamics of intergenerational mobility that also contribute to social cohesion. The article also presents the results of a comparative analysis of citizen formation curricula as developed in seven countries in the region: Argentina, Brazil, Colombia, Chile, Guatemala, Mexico and Peru. The central questions are based on the orientations taken by these countries with regard to the formation of bridging social capital (between groups), or of bonding social capital (within the groups) (Putnam, 2000), and to the relations the curricula establish with the past. The latter has as a point of reference the creation of a common identity (national) among groups exhibiting clear socio-economic differences. The analysis concludes that the curriculum orientation of the various countries examined in the study are related to the specific perspective of social cohesion that each national society holds. francaisCet article examine les politiques educatives latino-americaines de la derniere decennie et demie, du point de vue de leur contribution a la cohesion sociale. Ayant etabli la relation directe entre l’education et la cohesion sociale, l’auteur evalue l’impact de l’expansion substantielle de l’instruction dans la region comme facteur de la cohesion sociale. Cette expansion a lieu parce que l’education assure le partage des ressources communes parmi un grand pourcentage de la population. Elle facilite aussi les dynamiques de mobilite intergenerationnelle qui contribuent egalement a la cohesion sociale. Cet article presente aussi les resultats d’une analyse comparative de programmes d’etudes de formation a la citoyennete tels que developpes dans sept pays de la region : Argentine, Bresil, Colombie, Chili, Guatemala, Mexique et Perou. Les questions centrales sont basees sur les orientations prises par ces pays en ce qui concerne la formation d’un capital social relais (entre groupes) ou d’un capital social qui lie (au sein des groupes) (Putnam, 2000), et en ce qui concerne les relations que les programmes d’etudes etablissent avec le passe. Ce dernier a comme point de reference la creation d’une commune identite (nationale) entre les groupes qui manifestent de claires differences socioeconomiques. L’analyse conclut que l’orientation du programme d’etudes des divers pays examines dans l’etude est reliee au point de vue specifique de chaque societe nationale au sujet de la cohesion nationale.
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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 | 0.003 | 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 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it