Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu
Bibliographic record
Abstract
This study contextualizes the processes that instrumentalize the impacts within today’s \nschool curriculum and investigates the meaning of leadership in the face of a range of \nemotions. Historically, leadership has been part of social movements and has had the \nschool as one of its reference points. However, this leadership appears to have acquired \nnew meanings within specific social-emotional education programs. To develop the \nargument, critical theoretical references (such as Dardot and Laval; Illouz, Collet, and \nGrinberg; and Safatle) are used within a documentary analysis (developed using Cellard’s \nguidelines). Two singular initiatives are examined, in an attempt to understand how \nleadership has functioned within the school routine, which is understood to be a redirection \nof its historical meanings from the rearrangements of neoliberalism. In the discussion, the \nhierarchy of this impact was noted to have no longer been based solely on the motivation \nof a community to participate in a public agenda (the traditionally attributed meaning) \nbut has been reconfigured, in singular contexts, into a mobilization of itself. Leadership \nis viewed as a pillar for self-entrepreneurship in the constitution of an engaged conduct \nof the subject with their personal goals, favoring the refining of their own affections in \nsearch of showing oneself to be competitive and flexible, which are demands of capitalism \nin its current state. From a charismatic leader committed to collective well-being, a selfmotivated leader arises, constructed from a psychological design that finds in the school (dualistic and hierarchical) its space for 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 | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.010 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".