O DIÁLOGO ENTRE ECONOMIA E EDUCAÇÃO COMO CHAVE PARA ENTENDIMENTO DA AQUISIÇÃO DA QUALIFICAÇÃO
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
O texto faz parte de um conjunto mais amplo de discussões que visam alargar o espectro da questão atual da qualificação, num esforço para reconduzi-la a um de seus principais campos de origem: a Educação. Nesse sentido, interessa-nos alcançar o que poderíamos chamar de ‘‘ponta’’ do processo, na qual entendemos que se encontra enraizada a aquisição da qualificação. Dentre as discussões que a aquisição da qualificação suscita, destaca- se uma já clássica para o campo educacional: tratase da polêmica questão da educação como propiciadora de ‘‘capital humano’’ com as quais se envolveu boa parte do pensamento educacional nos anos 1960/80. É nosso propósito retratá-la, na busca de novos significados que permitam atualizar as discussões para o contexto dos anos 90. PALAVRAS-CHAVE: Educação, trabalho, qualificação, economia, capital THE ECONOMY AND EDUCATION DIALOG AS A KEY FOR UNDERSTANDING THE ACQUISITION OF QUALIFICATION The text is part of broader set of discussions to enable the expansion of the present qualification issue in an effort to redirect it to one of its main fields of origin: Education. In this sense, we are interested in reaching what we can call the “tip” of the process, where we think the acquisition of qualification is rooted. A classical discussion stands out in the educational field among the discussions fomented by the qualification of acquisition: the polemic issue of education as a “human capital” increment, on which was based most of the educational thinking in the 60s and 80s. Our goal is to sketch its picture, searching new meanings that enable discussions in the context of the 90’s. KEYWORDS: Education, work, qualification, economy, capital Publicação Online do Caderno CRH: http://www.cadernocrh.ufba.br
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.
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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.022 | 0.005 |
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