Design, educação e inclusão na Província do Québec: uma análise comparativa de ilustrações de material didático infantil
Bibliographic record
Abstract
the Province of Québec: a comparative analysis of children's textbook illustration Beatriz Wolanski Brito design gráfico, educação, livro didático, ilustração, diversidade O multiculturalismo e a igualdade de gêneros são características importantes do Canadá e frequentemente associadas aos valores fundamentais do país, em especial na Província do Québec.Entre as décadas de 1960 e 1970, o Québec passou por uma profunda transformação de valores, abraçando seu caráter multicultural e progressivamente se afastando de suas tradições religiosas.O presente estudo visa analisar como essas importantes mudanças culturais de uma sociedade são traduzidos em forma de ilustrações para livros didáticos para crianças de ensino fundamental.Considerando uma recente onda de artigos publicados das áreas de pedagogia e de ciências sociais sobre a necessidade de mais diversidade e inclusão em materiais didáticos, infere-se que essa tradução de valores para ilustrações não tem sido eficaz.Igualmente, recentes publicações em design têm discutido a importância de um design socialmente e politicamente engajado, que leva em consideração as consequências que o trabalho de design pode ter em uma sociedade.Este estudo analisa as representações de seres humanos em 7 livros didáticos da década de 1960 e as compara com 7 livros publicados na década de 2010, para avaliar as mudanças ocorridas em termos visuais de uma década a outra e se os novos valores da sociedade foram devidamente assimilados por livros didáticos.A análise desses volumes demonstra que, apesar de haver significativos avanços, ainda há uma tendência à representação grupos dominantes, em detrimento de outros grupos pertencentes à sociedade quebequense.graphic design, education, textbook, illustration, diversity Multiculturalism and gender equality are important characteristics of Canada and are frequently associated to the country's fundamental values, especially in the Province of Quebec.Between the 1960s and the 1970s, the province went through a major cultural transformation, embracing its multicultural character and distancing itself from its religious traditions.This paper analyses how important societal changes are translated into illustrations for children's textbooks of elementary level.A recent surge in articles published by pedagogy and social sciences' scholars discussing the need or more diverse and inclusive textbooks shows that this translation has not been fully effective.Equally, design publications have been discussing the importance of a social and politically engaged design practice, one that takes into consideration the consequences that design work can have in a given society.This study analyses depictions of human beings in 7 textbooks published in the province in the 1960s and compares them to 7 books published in the 2010s, assessing visual transformations in illustration in term of diversity and gender equality and if the new societal values of Quebec were properly assimilated by textbooks.The analysis shows that, despite significant advancements, there is still a tendency of favouring the depiction of dominant groups, often neglecting other groups belonging to Quebec's society.
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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 | 0.003 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 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".