POLÍTICAS EDUCACIONAIS E SEU POTENCIAL EMANCIPATÓRIO: UM CONTRAPONTO AO IDEÁRIO DO GERENCIALISMO
Bibliographic record
Abstract
Este artigo descreve um panorama geral da relacao, limites e possibilidades das politicas educacionais e seu potencial emancipatorio, assim como, do Gerencialismo em suas diversas formas no contexto educacional. O objetivo foi explicitar os limites do Nova Gestao Publica no tocante a avaliacao das politicas educacionais. O procedimento metodologico utilizado foi a revisao de literatura, tendo como fonte o portal de “Periodicos CAPES”, assim como a base de dados “ERIC”, onde realizamos uma revisao descritiva, qualitativa, com avaliacao critica da literatura recuperada sobre (politica educacional ‘and’ nova gestao publica). Os resultados desta pesquisa mostram alguns aspectos relevantes da NGP em casos do Reino Unido, Italia, Noruega, Franca, Quebec, Cataluna, Buenos Ayres e Chile. Este artigo destaca que as politicas educacionais possuem carater emancipatorio e que os principios neoliberais do Gerencialismo tendem a descaracterizar a natureza das politicas educacionais, assim como, aprofunda a crise no sistema educacional. Concluimos que as escolas tem capacidade de ir alem da logica do capital, para tanto, antes se faz necessario formar cidadaos emancipados, para so depois pensar nas demandas do capital. Inverter essa ordem seria coadunar com o ideario da New Public Management, ou seja, acumulacao de capital e a reproducao da forca de trabalho.
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 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 | 0.012 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.020 | 0.002 |
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; both teacher heads agree on what is shown here.
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".