Bibliographic record
Abstract
Nestas duas últimas décadas observamos, em todos os continentes, uma expansão da modalidade de Educação a Distância. Países têm investido na criação de universidades dedicadas unicamente a atuarem nesta modalidade: a Open University na Inglaterra, Austrália e Índia, a FernUniversität na Alemanha, a Uned na Espanha e Costa Rica, a Universidade Aberta em Portugal, a Télé-Université no Canadá, a UNA na Venezuela, a Unidad Universitária del Sur de Santafé de Bogotá, etc. A maioria delas atendendo a mais de 100 mil estudantes e oferecendo cursos os mais variados. Qual o sentido desta expansão? A Educação a Distância, por sua flexibilidade e economia de escala, tem sido chamada para dar uma resposta aos desafios político-social, econômico, pedagógico e tecnológico, postos à sociedade com a implantação do programa neoliberal, a globalização da economia e a introdução das novas tecnologias no sistema produtivo e de comunicação. Mas, ela tem essa potencialidade? Quais as limitações e os desafios encontrados? Como dar conta do divórcio entre o desenvolvimento dos conhecimentos e as limitadas oportunidades de acesso? Como garantir uma educação para todos, se os recursos públicos são cada vez mais escassos e reduzidos e os meios tecnológicos de comunicação ainda não foram socializados? É sobre este cenário que iremos deter nossas reflexões. Palavras-Chave: educação a distância, globalização, função da educação, comunicação de massa. Abstract In these two last decades, we notice, in all the continents, an expansion of the Distance Education. Many countries have invested in the foundation of universities full time devoted to this methodology (modalidade?): Open University (UK, Australia and India), FernUniversität (Germany), Uned (Spain and Costa Rica), Universidade Aberta (Portugal), Télé-Unversité du Québec (Canada), UNA (Venezuela), and so on, most of them enrolling more than 100.000 students and offering a diversity of courses. Which the reason of this expansion? Distance Education, for his flexibility and economy scale, can offer the way to solution of the political, social, economic, educational and technological challenges, raised from the new liberal program, from the (globalização) of the economy e from the introduction of the new technologies in the productive system and in the communication. Has it this strength? Which are the limitations (contraints ?) and the challenges? How to resolve the divorce between the development of knowledge and the restricted opportunities of access? How to guarantee education for all if the government resources are more and more scarce and reduced and the media aren’t yet socialized in Brazil? About this setting we’ll think. Keywords: distance education, globalization, function of education, mass media.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.009 |
| Science and technology studies | 0.003 | 0.007 |
| Scholarly communication | 0.010 | 0.007 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".