“PISA-ndo” no globo: uma compreensão do papel da OCDE na governança global da educação
This dissertation aims to offer an understanding of the OECD's role in global education governance, focusing on the emergence of International Large-Scale Assessments (ILSAs), particularly the Programme for International Student Assessment (PISA). Other objectives include: understanding how the...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Repositório Institucional da PUC_SP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.pucsp.br:handle/44241 |
| Acceso en línea: | https://repositorio.pucsp.br/jspui/handle/handle/44241 |
| Access Level: | acceso abierto |
| Palabra clave: | CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICA INTERNACIONAL OCDE PISA Governança global Educação OECD Global governance Education |
| Sumario: | This dissertation aims to offer an understanding of the OECD's role in global education governance, focusing on the emergence of International Large-Scale Assessments (ILSAs), particularly the Programme for International Student Assessment (PISA). Other objectives include: understanding how the OECD exerts power over global education governance; how the Organization became a relevant actor in global education governance; and the reasons why countries participate in ILSAs. Although widely recognized for its work in producing education-related data, the OECD has prioritized agendas related to economic policy since its creation, having served as support against Soviet ideology. One of the solutions the organization found to maintain its influence was to strengthen its enlargement process. Two enlargement rounds occurred between 1994 and 2000, and between 2007 and 2010. A third round began in 2016 and remains open. Another solution to ensure the Organization's survival and grant it a new post-Cold War function in terms of global governance was to promote, from the early 1990s, the development of political and statistical studies by the OECD. From that decade onward, the Organization's members focused on building a comparative international educational system. Until then, the institution had monitored national systems without proposing international comparisons or thematic reviews. In 2000, the cycles of testing for the Programme for International Student Assessment (PISA) began, with 81 countries participating in the 2022 round. The main methodology used in this dissertation was a literature review, where we seek to clarify the political, economic, technical, and socio-cultural reasons that drive countries to adhere to PISA and how the OECD, especially through conducting this assessment, producing educational reports, and constructing a ranking policy, exerts power not only over its members but also over all countries that choose to participate in the test. We will also present how the Organization is structured and the main criticisms and consequences of administering the test. The dissertation is justified by the impact of PISA on the construction of public policies in different participating countries |
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