Avaliação do desenho da política pública de formação continuada de coordenadores pedagógicos do 6º ao 9º do Município de Aquiraz
Bibliographic record
Abstract
This dissertation's main objective is to evaluate the Design of the Public Policy for Continuing Training of Pedagogical Coordinators from the 6th to the 9th year of the municipality of Aquiraz, in light of its theoretical, institutional and operational foundations. The research also sought to analyze the political and socioeconomic context that influenced the formulation of the policy, examine its reference frameworks through the collected documents and investigate, with the support of interviews and questionnaires, the weaknesses and opportunities for improvement as perceived by the agents involved in the study. This investigation is justified by the social and educational relevance of the continuing education of pedagogical coordinators, professionals focused on promoting educational quality and democratic management within the school environment.To achieve the proposed objectives, a qualitative approach was adopted, based on documentary and bibliographic analysis. The methodology employed was In-Depth Evaluation (IDE), which enabled the exploration of four axes of policy design: context, content, institutional trajectory, and territorial and temporal scope. Data analysis was guided by Bardin’s (2004) content analysis technique, which allowed for the systematic categorization and interpretation of the statements from training managers and trainers within the municipal education network.The results reveal that the continuing education policy in Aquiraz still needs to be fully implemented and institutionalized, as it presents gaps in terms of clear guidelines, strategic planning, and evaluation mechanisms. It was observed that the training of coordinators occurs in a fragmented way, often driven by urgent demands and lacking alignment with a consolidated pedagogical proposal. Interviews with training managers and data collected from trainers indicate divergences in the conduct of the policy, the absence of a unified normative framework, and a weak alignment between theory and practice. The research also highlights the need to more intentionally incorporate principles of democratic and ecological education, as proposed by authors such as Laval and Vergne (2023), in order to promote critical, inclusive, and sustainable professional development.
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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 | 0.010 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
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".