O Pisa Para O Desenvolvimento E O Sacrifício De Dados Com Relevância Política

Addey, Camilla

doi:10.1590/es0101-73302016166001

Cited by 9 publications

(1 citation statement)

References 6 publications

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“…The governance produced by global political networks is based on premises that are not new to the field of curriculum. Possibly, the distinction is, as highlighted by Addey (2016), that "global governance…extends the global space of commensuration in education" (p. 311) by "sharing a political enterprise" (p. 690). With the promise of passports for employability and development, the idea of learning something scanned, accountable, and classifiable is created through the administration of the relationship between normal and pathological.…”

Section: The Commitment Of Curriculum Theorymentioning

confidence: 99%

#Stayathome #Fiqueemcasa: Opportunities for new governances of public education in Brazil

Macedo¹

2021

Prospects

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It is not possible to predict how we might re-exist/resist while most of our bodies fail to be hospitable to the virus. For now, what seems possible, and potent, is to make strange the solutions we have been putting into practice, while sharing the world and our bodies with this enemy / companion species. This article focuses on some solutions municipal and state education systems in Brazil have produced, in partnership with philanthropic foundations and educational businesses, to answer the demand for #stayathome #fiqueemcasa. Throughout the article, they are understood as the replication of proposals that have been circulating for some time, with the aim of affixing particular meanings to education. The article argues that the pandemic constitutes an opportunity for these networks to further redesign education in economized terms. It also addresses the effects of such redesigns and argues for the recognition of alterity, without which there can be no education.

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Section: The Commitment Of Curriculum Theorymentioning

confidence: 99%

#Stayathome #Fiqueemcasa: Opportunities for new governances of public education in Brazil

Macedo¹

2021

Prospects

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Contemporary Agendas and Shifts in the Global Governance of Education

Elfert,

Ydesen

2023

Global Governance of Education

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Revisiting the Fabrications of PISA

Carvalho

2020

Handbook of Education Policy Studies

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Since the beginning of the current century, the acronym PISA (Programme for International Student Assessment) seems to pervade the multiple contexts where the education systems and their governing are subjected to debate. The presence of this Organization for Economic Cooperation and Development’s (OECD) international large-scale assessment in national spaces has diverse manifestations, such as supporting “analyses and rationales” for the discussion of specific issues, or being used as a “source” for secondary studies or as “learning opportunity” for the development of accountability policies (Lawn and Grek 2012). So far, PISA became a central element of a universe of knowledge, which, paraphrasing Lindblad and Popkewitz (2004: xx–xxi), ensures that expert-based education policies can lead each nation into the so-called knowledge society. The chapter addresses this umbilical relation between governing and expert knowledge by examining the meanings and processes that sustain PISA contemporary status of indispensable resource for the imagination and scrutiny of educational issues and policies.Based on the revision of a previous article on the organizational and cognitive dimensions of PISA (Carvalho. Eur Educ Res J 11(2):172–188, 2012), and on the posterior works on the uses of PISA in national and supranational contexts (Carvalho and Costa. Discour Stud Cult Polit Educ 36(5):638–646, 2015; Carvalho and Costa. A European politics of education? Routledge, London, 53–72, 2016; Carvalho et al. Eur J Educ 52(2):154–166, 2017) and on the intensification and sophistication of PISA’s association with the policy processes (Carvalho. Organized—and organizing—mutual surveillance. Plenary presentation at the Seminar “Education governance and international assessments”, ESRC series on ‘The Potentials, Politics and Practices of International Assessments. University of Edinburgh, 2014; Carvalho. Educação & Sociedade 37(136): 669–683, 2016), the chapter focuses on the fabrications, that is the fictions and the making (Popkewitz. Educational knowledge. State University of New York Press, Albany, 3–27, 2000a, Popkewitz. Educational Researcher 29(1):17–29, 2000b) that support the projection of PISA as a central element for thinking-acting education policies.

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O Pisa Para O Desenvolvimento E O Sacrifício De Dados Com Relevância Política

Cited by 9 publications

References 6 publications

#Stayathome #Fiqueemcasa: Opportunities for new governances of public education in Brazil

#Stayathome #Fiqueemcasa: Opportunities for new governances of public education in Brazil

Contemporary Agendas and Shifts in the Global Governance of Education

Revisiting the Fabrications of PISA

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