QUALIDADE DE VIDA: INTERCONEXÕES COM A PROMOÇÃO DA SAÚDE E A EDUCAÇÃO TRANSFORMADORA
Bibliographic record
Abstract
This article addresses the theme of quality of life, highlighting its interconnection with health promotion and education. The concept of "quality of life" is analyzed across various dimensions, incorporating physical, emotional, material, and social aspects, as defined by Del Pino (2003), who characterizes it as a set of components including physical, material, social, and emotional well-being, and personal development. The 1986 Ottawa Charter for Health Promotion is historically relevant for introducing health promotion as an empowering process centered on the individual and the community. Health promotion is presented as an approach that enables individuals to act upon the determinants of health, emphasizing education as a fundamental resource for addressing health-related social challenges. The 2030 Agenda is mentioned, highlighting Goal 4 - Quality Education, which seeks equity and inclusion in learning environments. The need for a pedagogical approach that transcends conventional teaching is emphasized, incorporating values, skills, and the promotion of lifelong learning. Scherer and Scherer (2012) highlight the importance of developing values and skills in students to face contemporary challenges. It is argued that education can catalyze the promotion of quality of life and health, positively impacting communities and societies. By critically analyzing current educational models and articulating them with the principles of Freirean pedagogy, this article advocates for a transformative educational approach that transcends traditional models, contributing to an inclusive learning environment and effectively promoting health and well-being.
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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 | 0.013 | 0.022 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.005 | 0.018 |
| Scholarly communication | 0.014 | 0.009 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.005 | 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".