La Educación Ecoartística: fundamentos y práctica curricular en las Artes Visuales
Bibliographic record
Abstract
[ES] Una aproximación a los marcos que nos sitúan el estado actual de la cuestión. Tras el llamado `giro postmoderno´ que el currículo en Educación Artística ha sufrido en las últimas décadas (Efland, Freedman, y Stuhr, 2003), esta materia educativa ha sido objeto de sus efectos tan críticos como sustanciales y prometedores. Aquí situamos la perspectiva ambiental o ecológica a que las Artes Visuales han sabido mirar y dar cobertura. Su incorporación curricular integra, por una parte, la perspectiva ética sustanciada en `contenidos de valores´, y a su vez permite la integración de los Objetivos de Desarrollo Sostenible (ODS) que Naciones Unidas (2019) recoge desde su acuerdo celebrado en París en 2015; momento inaugural de una nueva agenda , bautizada como "Agenda 2030", que preconiza, nuevas políticas globales, tras los antecedentes de Montreal en 1987 y Kioto en 1997. Y precisamente hemos de retornar a finales de la década de los ochenta, del pasado siglo XX, para localizar las primeras incorporaciones curriculares, o menciones de esta perspectiva ecológica, en los sumarios de las enseñanzas artísticas (Calbó, 2004).
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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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.005 | 0.014 |
| Scholarly communication | 0.012 | 0.006 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 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; 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".