Pisa: Fundamentações Para Participar E Acolhimento Político

Abstract

Set against the backdrop of the education work of the Organization for Economic Co-operation and Development (OECD) and the changing place of Program for International Student Assessment (PISA) within it, the paper analyzes the OECD's rationale for PISA. It involves an account of the media strategies, the OECD's education, and skills that the directorate utilizes to manage the PISA message. The document then outlines the various rationales that the nations use for participating in PISA. The national usage of PISA often involves externalization rather than policy learning, with comparative performance on PISA being used to legitimize the policy reforms which are usually not connected to the policies in top performing nations.

The Australian Education System: A Look at Educational Inequalities

“…Exams such as PISA and NAPLAN are the subject of pertinent and forceful criticism, as reported by Freitas (2011), Lingard (2016), and Reid (2019, among others. However, the results of these widely publicized exams have been the basis for the formulation of public policies here in Brazil and Australia.…”

Inspirations from abroad: the impact of PISA on countries’ choice of reference societies in education

“…Despite being used as positive reference societies in countries such as England, Australia, and the USA, as well as among themselves (e.g. Sellar and Lingard 2013;Forestier and Crossley 2015;Lingard 2016;You and Morris 2016;You 2017;Roock and Espeña 2018), they are most frequently regarded as negative reference societies in these and other countries, as for example in Germany (Waldow, Takayama, and Sung 2014;Waldow 2017). The education practices of the East Asian region are criticised for their highly demanding school routines, focus on memorisation, rote learning, lack of creative development, and highly competitive culture (Tan 2017;Takayama 2018).…”

“…Despite continuing to use Finnish education as a positive reference in policymakers' and media discourses, Australia has increasingly used its closer neighbours as education systems from which to learn (Takayama 2018). The reasons lie in their outstanding performance in the survey and in Australia's fear of losing the 'education race' (Lingard 2016;Baroutsis and Lingard 2017). It therefore cannot be ignored that even Finland partly lost its status as an important reference society because of its decline in the PISA rankings, which was probably facilitated by the East Asian countries' and economies' outstanding -and in many cases, surprising -performance (Waldow, Takayama, and Sung 2014;Sellar and Lingard 2013;Baroutsis and Lingard 2017).…”

“…For example, competitive bilateral relationships can be identified in some European cases, as is the case in references to Germany in France and Hungary, or to England in Scotland (Carvalho and Costa 2014). Similarly, other authors (Sellar and Lingard 2013;Lingard 2016;Baroutsis and Lingard 2017;Rook and Espeña 2018) describe how the USA and Australia are tied to the East Asian region, countries, and economies through competing relationships embedded in the shock and resentment of being surpassed by their historic Asian rivals.…”

Desempenho ibero-americano nos PISA 2012, 2015 e 2018

“…Segundo Lingard (2016), os resultados do Pisa possibilitam inúmeras análises, dentre elas a comparação entre países com diferentes realidades econômicas, culturais e sociais; em outras palavras, é possível elaborar um ranqueamento desses países por meio de seus indicadores. Pizarro e Lopes Júnior (2017) constatam que, em muitas produções científicas, os indicadores do Pisa são utilizados quase que exclusivamente para ranquear e selecionar os participantes de determinada produção acadêmica ou simplesmente para delimitar o campo empírico de variadas pesquisas em diferentes áreas.…”