Educação Superior: desafios para a formação profissional do Serviço Social
Bibliographic record
Abstract
This article aims to discuss the impacts of contrareformation education, specifically their reverberations in higher education and the impacts to the formation in Social Service. From 2007 on, Social Service has been offered in the modality of distance learning, bringing new issues to professional training in this area. We start from the understanding that in order to ponder on the academic-professional training in social work as well as on the specificities of distance learning, it is necessary to consider the trends in higher education in Brazil, since the conditions in which higher education is provided have a decisive role in the type of curriculum implemented in educational institutions, and also in the actual professional movement. We also present here issues to ponder the meaning of political-pedagogical distance learning, analyzing the reified forms that transform the educational process in mere commodities and affect the quality of professional training.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.012 | 0.004 |
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".