A EDUCAÇÃO AMBIENTAL COM AS COMUNIDADES TRADICIONAIS: OUTRAS TRAJETÓRIAS DE SUSTENTABILIDADES
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
The article proposes to highlight another perspective of sustainability. A disparate perspective of sustainable development based on economic rationality. Initially we will highlight the conformation of the modern-colonial world and how the resonances of the concept of sustainable development in Environmental Education occur, and later, supported by postcolonialism, we seek possibilities for local sustainability. In order to do this, we will analyze two documents that point out distinct conceptions of Environmental Education and then present a path of sustainability existing in a traditional community, with stories narrated by the coconut breakers women of the Extractive Reserve of the Far North of Tocantins. Postcolonialism theoretically and epistemically supports the argument in the text. The method of documentary analysis and the narrative technique support the methodological structure. As results, we understand sustainability being produced in a dialogue with other knowledge, more specifically of traditional communities, breaking with the one produced by the moderncolonial society that, in proposing a unique way of being sustainable, despises lived experiences and diverse knowledges.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.004 |
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