A instrumentalização das práticas docentes via formação continuada de professores
Bibliographic record
Abstract
This article seeks to discuss the continuing education of teachers in the public education network of Caruaru Agreste-PE, which is guided by projects of private initiatives and focuses attention on teaching practices, however, we highlight the teaching performance based on the understanding that the practice it is not the locus for the application of scientific knowledge, produced by other subjects who do not inhabit the school, and that the continuing education of teachers does not represent the application or reproduction of methods, but a space that allows for the creation and reflection on the teaching performance. Based on this, we question, therefore, a continuing education project that foresees the application of ready-made models and produces fixed teaching practices. For discussion we place, Certeau, (1998), Frangella (2020), Macedo, (2014) Sarti (2008), Borges e Peixoto (2017), Laval (2019) and Ball's political networks. We observe that although the practices of teachers and teachers are impacted by the projects proposed to the public sector by the private sector, they go through (re)signification processes considering aspects of the subjectivities of the individual and collective trajectories of the teachers.
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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 | 0.028 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.009 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 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".