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).
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.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.038 | 0.005 |
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".