DECOLONIZAR Y QUEEREZAR LO DOCENTE: REPENSANDO EL DISCURSO CURRICULAR DE LA FORMACIO?N DOCENTE
Bibliographic record
Abstract
El presente arti?culo de re exio?n, se situ?a desde un pensamiento postcolonial en dia?logo con lo queer, que invita a repensar las pra?cticas discursivas en torno al curriculum de la formacio?n docente, pregunta?ndose entre otras cosas ¿de do?nde provienen?, ¿que? les da esa legitimidad?, ¿que? efectos producen?, con el n de problematizar de que? manera el curri?culum de formacio?n docente es responsable de signi car, apropiar y reproducir con guraciones identitarias, y formas de pensamiento que disciplinan y posibilitan modalidades diversas de proyectos vitales a trave?s de la accio?n formativa. Palabras clave: Decolonial, Queer, Discurso, Curriculo, Formacio?n Docente. Abstract The following reflective essay is situated within a postcolonial perspective in dialogue with queer theory, inviting to rethink the discursive practices around the curriculum of teacher education, asking - among other things- Where do these discourses and practices come from?, What gives them legitimacy?, What affects do they have?, as a way to problematize the ways in which the curriculum of teacher education is responsible of signifying, appropriating and reproducing identitarian configurations, as well as ways of thinking that discipline and allow for certain modalities of life projects through their formative action. Keywords: Decoloniality, Queer, Discourse, Curriculum, Teacher Education Resumo Este artigo re exa?o, e? localizado a partir de um pensamento po?s-colonial em dia?logo com o quer, convidando-o a repensar as pra?ticas discursivas do curri?culo de formac?a?o de professores, entre outras coisas perguntando de onde ele vir?, o que lhes da? a legitimidade?, qual e? o impacto?, a m de problematizar como o curri?culo da formac?a?o de professores e? responsa?vel de significar, apropriar e reproduzir con gurac?o?es identita?rias e formas de pensamento que disciplinam e permitir va?rias formas de projectos vitais atrave?s da formac?a?o. Palavras-chave: descolonial, Queer, Discurso, curri?culo, formac?a?o de professores.
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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 | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.037 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 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".