A política de raça e gênero da reforma curricular contemporânea nos Estados Unidos
Bibliographic record
Abstract
Because the organization and culture of the school are linked to the economy and dominated by “business thinking,” the school and the U.S. curriculum field have traveled different paths over the past thirty years. In the autobiographical method (the method of currere) I have devised, returning to the past (the “regressive”) and imagining the future (the “progressive') must be understood (the “analytic”) for the self to become “expanded” (in contrast to being made “minimal” in Lasch's schema) and complicated, then, finally, mobilized (in the “synthetical” moment). Such an autobiographical sequence of ourselves as individuals and as educators might enable us to awaken from the nightmare we are living in the present To help us understand the nightmare that is the present, I invoke the psychoanalytic notion of “deferred action” (Nachtraglichkeit), a term Freud (1918 [1955]) employed to explain how the experience of trauma is deferred – and, I would add, displaced - into other subjective and social spheres, where it is' often no longer readily recognizable (see Lukacher, 1986). I argue that the “trauma” of the Cold War in the 1950s and the 1954 U.S. Supreme Court decision to desegregate the public schools (coupled with the primacy of students in 1960s civil rights struggles) was “displaced and deferred” onto public education
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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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".