Système Scolaire et Économie Solidaire Chez les Nasa de Colombie
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
Le modèle scolaire développé par les Nasa de Colombie a été construit en synergie avec son mode de développement économique communautaire ancestral et sert d’assise à sa quête d’autonomie comme peuple. Cette expérience scolaire permet aux élèves de participer, dès le secondaire, à des activités économiques solidaires qui sont environnementalement responsables. Le Projet éducatif communautaire nasa (PÉC) est en effet central au modèle économique et permet la transmission concrète et quotidienne de la philosophie nasa ainsi que des pratiques ancestrales nasa. Cet article fait état d’une étude de cas menée dans le cadre d’un mémoire de maîtrise en travail social sur le site d’une école secondaire du système scolaire nasa. Elle a été menée par le biais d’observations directes et d’entretiens auprès de ses acteurs, c’est-à-dire les leaders communautaires, les éducateurs, les parents et les élèves.In Colombia, the school system of the Nasa people integrates directly into their curriculum practical and theoretical aspects of their indigenous communitarian economy so as to contribute to their survival. This educational model calls on high school students to take charge of economic projects involving environmental and community solidarity. The Community Educational Project (PEC) is central to the Nasa educational experience that also integrates Nasa philosophy and directly supports their economic model. This case study results from fieldwork for a master’s thesis in social work in one of the Nasa high schools. Data collection methods comprised direct observation and interviews with stakeholders, including community leaders, educators, parents and students.
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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 | 0.011 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.010 | 0.007 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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