Système Scolaire et Économie Solidaire Chez les Nasa de Colombie
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.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 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 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".