PISA COMO GOVERNANÇA EPISTÊMICA NA POLÍTICA CURRICULAR EUROPEIA DAS DESIGUALDADES
o caso francês
DOI:
https://doi.org/10.15687/rec.v17i3.72330Palavras-chave:
PISA, OCDE, Currículo, Responsabilização, Exames PadronizadosResumo
O artigo analisa o programa PISA como uma governança e como modelo de pesquisa baseada em evidências, a fim de construir uma gramática aritmética política europeia das desigualdades e para influenciar novas demandas curriculares. O autor faz uma análise sociológica do caso francês para ilustrar as influências do PISA na educação europeia e em outros contextos locais. O texto reconstrói a trajetória do PISA como programa da OCDE e como tem influenciado a Europa e outros países, por meio de uma revisão de literatura, com uma análise sociológica crítica. O artigo mostra como a racionalidade do programa serve para alimentar a estratégia europeia de aprendizagem ao longo da vida e de reorganização curricular, como uma governança epistêmica que foi construída em torno da pesquisa a partir do conhecimento produzido por uma associação entre especialistas e formuladores de políticas e por meio de uma nova formulação do ideal francês de igualdade de oportunidades na educação.
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