Youth leadership and global citizenship: alternatives for peacebuilding in Brazilian public schools
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
Abstract Peace is a social construct that demands a process of individual and collective awareness and commitment for the construction of a fairer and more inclusive world. The University and the school, as formal educational spaces, have a great potential as peacebuilders. This article discusses these two arguments from fragments of an experience held in two public schools from Distrito Federal. It was conducted by the Unesco Chair on Youth, Education, and Society (Catholic University of Brasília – UCB) from 2015 to the present. The first part discusses the current context of young people from the theoretical lens of global citizenship and the centrality of youth leadership and empowerment in the process of peace building. The second part emphasizes the role of the university and the public school in the construction of networks that act proactively in the citizenship education of young people, preparing them for facing situations of violence and intolerance. The final part of the article looks at the experiences of the last three years, examples of successful educational practices that have the potential to act in the prevention of school violence and in the construction of an inclusive and emancipatory global citizenship. The study shows that Unesco’s principles of education for peace and global citizenship are important alternatives for the promotion and building of peace.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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