PISA AND PUBLIC EDUCATION POLICIES: AN ANALYSIS OF THE MEDIA BY BRAZILIAN REGIONS
This article deals with a study of the International Student Assessment Program - translation of the Program for International Student Assessment (PISA), with the general objective of analyzing the relevance of combining the results of external assessments compared to social indicators for the effec...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Editora JRG |
| Repositorio: | Revista JRG de Estudos Acadêmicos |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs2.revistajrg.com:article/47 |
| Acceso en línea: | http://revistajrg.com/index.php/jrg/article/view/47 |
| Access Level: | acceso abierto |
| Palabra clave: | Avaliação Externa; Políticas Públicas em Educação; PISA. External Evaluation; Public Policies in Education; PISA. |
| Sumario: | This article deals with a study of the International Student Assessment Program - translation of the Program for International Student Assessment (PISA), with the general objective of analyzing the relevance of combining the results of external assessments compared to social indicators for the effective improvement of quality of education. Specifically, to identify the intrinsic connections between student performance averages and social inequalities; verify how the quality of education constitutes a substantially different reality between countries and regions; to identify in the results an unequal social reality is evident; to examine whether Brazilian education should be improved in order to achieve uniform and quality education throughout Brazil. As a method, we opted for the use of exploratory and bibliographic research, characterized as qualitative explanatory. The elements with links in the production of knowledge of the investigated theme were extracted. A substantial statistical analysis was carried out in a quantitative way. In some of the analyzed results, there was evidence that tangent to the development of extra-school practices in the teaching and learning processes; in the 2018 edition of the applications of the tests the data were stratified by Brazilian regions; the reading domain was interpreted in some units of the Brazilian federation. In conclusion, it is essential to listen to regional voices, to dialogue with administrations, teachers, students, actors involved in the school community, civil society, to collect local data on socioeconomic aspects, to propose the implementation of projects and the implementation of programs for the purpose and offer quality education for all. |
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