A noção de competência como instrumento desarticulador da formação política e científica dos professores
Bibliographic record
Abstract
The aim of this paper is analysing the National Curricular Guidelines for Initial Education of Teachers for Fundamental Education instituted by Report CNE/CP nº 2, of December 20 2019. By means of a historical-epistemological problematization, it is seek to interpret critically the main categories identified with the neoliberal discourse and with the conservative policies whose alignment brings conflictive implications for the Pedagogy course and for teacher education. As a starting point, were selected references that emphaticise the advance of economicist rationality in education in the international scenario at the turn from 20th century to 21th century. Among them, we highlight Khôi (1970), Apple (2003), Laval (2019), and Ball (2010). The results evince that education industry characterized by the application of economicist methods and terminology in education aims at a school centred in the ideology of profession in order to operate the management machinery. We also verified that the demand for didactic-methodological approach aligned to the Curricular Common National Basis (BNCC) represents a form of pedagogical control. Besides, the strategical use of the notion of teacher's professional competence has been promoting the disarticulation of intellectual, cultural, political, scientific and pedagogical education referred in education science.
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 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 | 0.019 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.004 | 0.010 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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".