O PROCESSO DE FORMAÇÃO DE EDUCADORES AMBIENTAIS: INTERPRETANDO AS DIMENSÕES POLÍTICO-EDUCACIONAIS
Bibliographic record
Abstract
Pressupondo que a educação tem o papel fundamental de transformação social, quê dimensões podem ser consideradas preponderantes no processo de formação dos educadores ambientais? Amitigação dos problemas ambientais, quemarcamo início de século XXI, reforçama necessidade de seleção de valores mais dignos para toda a humanidade, capazes de construir uma nova ética, reorientadora de nossa crise civilizatória pautada em valores distintos daqueles considerados norteadores de uma sociedade de consumo e produtora de mercadoria. Assim, o desafio está em formar profissionais com motivação para escolher atividades profissionais, de ensino e de pesquisa centradas na problemática do alcance de limites da ação humana sobre o meio ambiente e qualidade de vida, ou seja, aptos a compreender a articulação das interfaces entre as diversas disciplinas e áreas do conhecimento. Neste contexto, todos devem estar inseridos no processo de pensar suas ações sobre o meio e propor alternativas para remodelar as condições e modos de vida. THE PROCESS OF ENVIRONMENTAL EDUCATOR FORMATION: EXPLAINING THE POLITICEDUCATIONAL DIMENSIONS Abstract Supposing that education has a fundamental position in social transformation, what are dimensions that can be consider relevants in the formatives process to environment education teacher? Relieving environment problems that shoot XXI centurys beggining, reinforce the necessity of a value selection more dignified a new ethics that can guidance over civilizatory crisis lined in distinct values from that considered able to distinct values from that considered able to steer a society that can product and consume tinned goods. Therefore, the challenge is in formation professional with inducement to choose professional activities rather teaching as research, centre on the problem of reach the limits to human action about environment and lifes quality, directly, itmeans ability to understand interfaces joint in the various subject and areas of knowledge. In that context, everyone must be insert on the process of thinking their actions about environment and should propose alternative to shape conditions and way of life.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 0.002 |
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; both teacher heads agree on what is shown here.
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".