DAS AVALIAÇÕES EM LARGA ESCALA À BASE NACIONAL COMUM CURRICULAR (BNCC): A LÓGICA DE PADRONIZAÇÃO COMO POLÍTICA EDUCACIONAL
Bibliographic record
Abstract
This research, linked to the research line Teacher Training and Public Policies of the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS), Três Lagoas Campus (CPTL), has as its object of study the relationship between the Large-scale Assessment policy and National Common Curricular Base in the context of production and deepening of the logic of standardization-parameterization of Brazilian education. As an analysis problem, the research is structured around the question of how the relationship between large-scale educational assessment policies and the centrality given to curricular reforms in the Brazilian educational system discipline educational intentions based on standardized and predefined indicators in regulatory frameworks. and market demands for education. Methodologically, the research is based on the method of Historical-Dialetic Materialism, as a theoretical-methodological exercise that addresses the object in the historical, political, social, cultural context, in dialectical relations, in contradictory movements under categories of totality, mediation, contradiction and hegemony. This method will receive the assistance of the Document Analysis technique, as an analytical exercise of specific current legislation pertinent to research such as the Federal Constitution (1988), LDB (1996), PNE (2014 – 2024) and IDEB (2007 to 2021), as well as such as publications related to public policies, from this perspective the BNCC (2017), which involve the educational reforms underway in the Brazilian educational system and large-scale assessment matrices. The theoretical contribution will be anchored in authors such as Gramsci (1968), Frigotto (1997 – 2013); Frigotto and Ciavatta (2003); Laval (2004); Kuenzer (2002 – 2016); Silva (2005), Freitas (2012 – 2014 – 2018); Antunes (2003); Antunes and Pinto (2017); Werle (2011); Aguiar and Dourado (2018); Saviani (2007 – 2008 – 2012 – 2016); Bernardi, Uczack, Rossi (2018); Hypólito, Jorge (2020); Silva, Carvalho (2021); Shiroma, Moraes, Evangelista (2011); Neves (2005) and Giareta (2021 – 2022). It is also announced that the research will move around the hypothesis that the curriculum standardization-parameterization policy is made possible by extensive adherence to the evaluation policy based on external indicators which, in turn, appears obedient to the demands linked to the reordering of productive relations in the context of neoliberal policies.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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; 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".