Pisa, Política E Conhecimento Em Educação

Abstract

), PISA continues with its intentions to create knowledge for policy, that is, a type of knowledge build from the disciplined involvement of experts and politicians, under the OECD supervision, to assist the development of policies and to provide policy makers with tools (conceptual frameworks, data, benchmarks) for their own guidance.If the continuity along the last fifteen years shows the success of the "PISA" proposal, no less significant are the quantitative increase of countries involved, and the extent of the geopolitical coverage achieved by this large scale international assessment: in 2000, 43 countries took part in it (13 of which are not members of the OECD); in 2012, there were 65 participant countries (31 of which are not members of the OECD); in 2015, date of the last assessment, the main results of which will be published in the last quarter of the year, the number of participating countries should exceed 70. Among these is Brazil, which has been tacking part of the program since its first survey: recently, according to the data from the National Institute of Educational Studies and Research (Instituto Nacional de Estudos e Pesquisas Educacionais -INEP), an entity responsible for PISA administration in the country, about 33 thousand students, aged 15 years (as determined by the program's protocol), associated to 965 schools from all Brazilian states, were selected to take part in the assessment of 2015 which focused on literacy skills in Science.As much as or more important than the quantitative expression of the adhesion of national governments is the fact that, despite the cultural

Evaluaciones internacionales de aprendizajes y posiciones docentes: dislocación y nuevos sentidos. Un análisis crítico

“…Desde la OCDE se plantea que la finalidad de PISA es que los países miembros cuenten, en períodos regulares, con datos ciertos sobre el desempeño de los jóvenes escolarizados y de los sistemas educativos. Esta información pretende ser un «aporte fundamental» a los procesos políticos y a la acción pública en educación (Carvalho, 2016). En el primer informe sobre los resultados de la participación de Uruguay en PISA, la ANEP explica las características de las pruebas y justifica las Foro de Educación, v. 17, n. 26, enero-junio / january-june 2019, pp.…”

Políticas Públicas Educacionais Implicadas No Bom Desempenho Em Ciências No Pisa: Um Estudo Comparativo Entre Singapura, Finlândia E Brasil

“…Atualmente, o sistema de avaliação PISA é reconhecido internacionalmente como o maior agregador, em termos de quantidade de conhecimento, dos modelos educativos de diferentes países. O PISA pode ser compreendido como um dispositivo de política do conhecimento; do inglês knowledge policy, seus resultados vêm sendo utilizados para analisar problemas educacionais e promover debates sobre políticas públicas em contextos nacionais, uma vez que se propõe a apoiar e participar no trabalho de coordenação de ações públicas na educação (CARVALHO, 2009;CARVALHO, 2016;VILLANI;OLIVEIRA, 2018). Carvalho (2012) afirma que o PISA constitui-se como uma ferramenta embasada em conhecimento e sendo produtora de conhecimento, reunindo dados técnicos, sociais e pedagógicos capazes de impactar, em diferentes níveis, a criação e a implementação de Políticas Públicas Educacionais.…”

Research discourse in the programme for international student assessment: A critical perspective

“…For example (the list does not claim to be exhaustive): the Revue française de pédagogie published 'PISA : analyses secondaires, questions et débats théoriques et méthodologiques' (Rochex, 2006a); Educational Research and Evaluation published 'Cross-Cultural Comparison of Group-Related Educational Inequality: The PISA 2000 Study' (Peschar, 2006) and 'Cross-National Studies in Student Performance with PISA and TIMSS Data' (Dronkers et al, 2009); the European Educational Research Journal brought out 'Gender and PISA' (Jóhannesson, 2009) and 'Assessing PISA' (Ozga, 2012); the International Journal of Science and Mathematics Education published 'First Cycle of PISA (2000PISA ( -2006. International Perspectives on Successes and Challenges: Research and Policy Directions' (Anderson et al, 2010) and 'Science and Mathematics Literacy: PISA for Better School Education' (She et al, 2018); Educação & Sociedade published 'PISA, política e conhecimento em educação' (Carvalho, 2016). Pons (2011) described the diversity of the academic reception of the PISA survey in three European countries according to their theoretical traditions and their organisation of the relationships between science and the political and administrative system.…”