A efetivação das políticas curriculares (Lei 13.415/2017, BNCC e RCG) para o Ensino Médio nas escolas-piloto do Rio Grande do Sul: um olhar para as perspectivas dos sujeitos escolares
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
From a critical dialectical epistemological positioning, this Thesis, inserted in the field of Early Childhood Education educational policies (BRASIL, 2009a; ABRAMOVAY; 1984; 1985; BARBOSA, 2009; CAMPOS, 1979; 2001; 2010; KRAMER, 1982; 1984; 1985; 2003; 2006; 2007; ROSEMBERG, 1992; 2002; 2003), had the general objective of reaffirming the role of the National Literacy Policy. sociopolitical and pedagogical aspects of the first stage of Basic Education in the commitment to guaranteeing children's rights. As guiding issues for the investigation, the following questions were outlined: What conception of Early Childhood Education and literacy do the legal regulations, publications and actions of the National Literacy Policy (2019-2022) highlight? What is the nature of the proposal for Early Childhood Education expressed in the National Literacy Policy? The method used in the investigation process was hermeneutic, through an analytical and careful interpretation of the texts of the documents that established the National Literacy Policy in Brazil (FLICKINGER, 2010; DALBOSCO; SANTA; BARONI, 2018; MATOS DE SOUZA, 2022). Regarding methodology, the research is basic in nature; as for the approach to the problem, it is qualitative in nature (BAUER; GASKEL, 2000); as for the objectives, it is exploratory in nature; in relation to procedures, it is bibliographic and documentary in nature (CELLARD, 2008; FÁVERO; CENTENARO, 2019). To understand the essence of the phenomenon studied, the data produced were discussed based on Textual Analysis Discursive (MORAES; GALIAZZI, 2007). Due to the complexity of the research topic, the theoretical framework took a pluralistic perspective as an anchor, as it was necessary resort to combined theorization (MAINARDES, 2018; TONIETTO, 2018), starting from the epistemological perspectives i) historical-cultural (VIGOTSKI, 2005; 2007; 2018); ii) post-structuralist (BALL, 2005; 2020; DARDOT; LAVAL, 2016; 2019; 2021; DAHLBERG; MOSS; PENCE, 2019; PERONI, 2006; 2018; 2020); and iii) dialectical criticism (FREIRE, 1981; 1989; 2011; 2013; 2014; 2021). From the research, it was possible to conclude that the current educational policies for Early Childhood Education in Brazil, such as the National Curricular Guidelines for Early Childhood Education and its revision (BRASIL, 2009a), standardize discourses that intend as sociopolitical and pedagogical functions to insert the children in participating in a freer, fairer and more supportive society, building new forms of sociability, committed to breaking relations of domination and oppression. This means ensuring the integral care and education of children, respecting their own ways of learning and developing in childhood, through social interactions, dialogical relationships and play. This perspective of education conceives writing as a language, as a social right, as a cultural asset of humanity for the expression of thoughts, ideas, feelings and imagination. Conceptions like these are centered on a democratic understanding of work, which is at odds with the individualistic, authoritarian and compensatory nature presented by the National Literacy Policy, which idealizes Early Childhood Education with the function of preparing children for literacy, anticipating content from Elementary School, in a mechanical and technical way. Therefore, it is concluded that the PNA, as an educational policy of a far-right government, conceives literacy as the teaching of mechanical coding and decoding skills, making the child invisible as a subject of rights, a participant in the learning process , as it focuses on a universal, standardized and homogeneous child model, dictated by the principles of neoliberalism and neoconservatism.
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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.000 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it