Acerca del devenir de los paradigmas epistemológicos en Pedagogía Social y su impacto en el surgimiento de un pensamiento pedagógico latinoamericano
Bibliographic record
Abstract
El artículo tiene el propósito de realizar un recorrido en clave de lectura sociohistórica educativa en relación a la evolución de la Pedagogía Social situada en un contexto global y local. Se parte de considerar el impacto que los paradigmas epistemológicos subyacentes a su desarrollo han generado en ella en un devenir dinámico entendido como proceso de cambio continuo. El análisis se orienta a comprender las características que presentó dicho desarrollo considerando los paradigmas positivista y sociocrítico como grandes corrientes de pensamiento que movilizaron las Ciencias Sociales a lo largo de la historia y -en particular- la influencia que han tenido en el campo pedagógico, donde se destaca la configuración y el escenario de surgimiento de una pedagogía propiamente latinoamericana, entendida como un paradigma emergente de nuestra región.Palabras clave: educación, epistemología, pensamiento, América Latina, sentido crítico
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How this classification was reachedexpand
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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 teacher head, 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".