Os sentidos do trabalho docente no contexto de inovação do trabalho educativo
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to analyze the meanings produced in the experiences of teachers regarding the work carried out within schools, in the context of deepening neoliberal rationality, education precariousness, and the reconfiguration of teaching work.The imperative of innovation, so advocated by education reformers in the Brazilian context, was implemented through the High School Reform (2017) and the Inova Educao Program (2019) in the State of So Paulo.We question: what are the effects of innovation on teachers' work?What meanings do they produce regarding this new context?To this end, we draw on Vigotsky's Historical-Cultural Theory, emphasizing human development through the category of experience, which is taken in this study as mobilizing the analysis of the subject-environment-signification relationship.Furthermore, we build upon the insights of Dardot and Laval (2016) to characterize the current context marked by the generalization of neoliberal rationality.For the construction of empirical data, a key aspect of this research, we conducted interviews with teachers working in the State of So Paulo, who have directly experienced the objective and subjective operationalization of the educational proposal structured by these educational reforms.As a result, we highlight that the dogma of innovation has fulfilled its effect, as it has influenced the form and content of educational practice, devaluing teachers' work concerning scientific, aesthetic, and artistic knowledge, and lowering the formation of youth and teaching work to shaping behaviors aimed at conforming to neoliberal rationality, marked by competitiveness, rivalry, and the elimination of others.
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.017 | 0.006 |
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 it