Formação por meio dos IRDI com pais e professores: uma parceria possível na Educação Infantil
Bibliographic record
Abstract
The family-school relationship is historically surrounded by conflicts, evidenced in the period in which the small child depends significantly on both the care of the parents and the teachers, becoming a growing concern in Early Childhood Education.The research carried out in the field of Day Care Institutions found situations of rivalry and blame, effects of the ambivalent relationship that parents and educators establish among each other in the division of responsibilities and functions related to the baby, fundamentally when entering the institution.Given this scenario, the study formulated a model to mediate the approximation of parents and teachers, which also acts as a trigger for reflections concerning their influence on the development and the psychic constitution of the child.For this, a training was methodologically proposed through the CDRI (Child Development Risk Indicators), articulated to the principles of Therapeutic Education, both based on the psychoanalytic theory.On the parents' side, it was found that the formation promoted debates among them regarding their educational functions, the meanings attributed to the child and their effects on the relationship with the children.It was also found that this training also helped some parents to request help, when detecting some suffering of psychic order, or in the investigation of some organic affection in the child.On the Day Care Institutions, it was found that the teachers have appropriated of their training, based on their own knowledge and skills, finding means to assist the babies who concerned them, considering the singularity and the needs of each one individually, although they were inserted in a collective field.The study allowed the establishment of guiding principles for the construction of a possible partnership between parents and teachers, building a network of care and promoting a subjectivist education for the young child.The thesis presents the foundations of a treatment in the relationships between parents and teachers in Early Childhood Education, in order to prevent that there are no ruptures in this relationship and, consequently, this could help in the promotion of mental health in the time of early childhood.
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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 | 0.007 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.005 |
| Scholarly communication | 0.009 | 0.005 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.013 | 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 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".