Imagens midiáticas no ensino da arte: reflexões a partir das diretrizes curriculares do Brasil e do Quebec
Bibliographic record
Abstract
O artigo tem por objetivo discutir o potencial das imagens midiáticas no ensino da arte, em especial a imagem publicitária, a partir das diretrizes curriculares do Brasil e do Quebec, refletindo sobre as contribuições e limitações encontradas nesses documentos. Primeiramente, o texto discorre sobre a importância de incentivar um olhar sensível e crítico diante das imagens midiáticas que circulam no cotidiano dos estudantes. Em seguida, são verificados a Base Nacional Comum Curricular (BNCC) (Brasil, 2017), documento oficial vigente que norteia a educação brasileira, e o Programa de formação da escola quebequense (PFEQ) (Québec, 2007), tendo em vista a relevância atribuída às imagens midiáticas no processo de ensino das artes visuais. Compreende-se que é fundamental que o ensino da arte incorpore práticas didáticas e pedagógicas de apreciação que favoreçam a percepção, a reflexão crítica e criativa dos estudantes, permitindo que eles se apropriem das imagens midiáticas e as compreendam como agentes de produção de sentido.
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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 | 0.004 | 0.007 |
| 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 | 0.004 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".