PISA COMO GOBERNANZA EPISTÉMICA EN LA POLÍTICA CURRICULAR EUROPEA DE LAS DESIGUALDADES
el caso francés
DOI:
https://doi.org/10.15687/rec.v17i3.72330Palabras clave:
PISA, OCDE, Curriculum, Exámenes estandarizadosResumen
Este artículo analiza el programa PISA como gobernanza y como modelo de investigación basada en evidencias, con el fin de construir una gramática aritmética política europea de las desigualdades e incidir en nuevas demandas curriculares. El autor ofrece un análisis sociológico del caso francés para ilustrar las influencias de PISA en la educación europea y en otros contextos locales. El texto reconstruye, a través de una revisión bibliográfica y un análisis sociológico crítico, la trayectoria de PISA como programa de la OCDE y su influencia en Europa y en otros países. El artículo muestra cómo la racionalidad del programa sirve para alimentar la estrategia europea de aprendizaje permanente y reorientación curricular, como gobernanza epistémica construida en torno a la investigación basada en el conocimiento producido por una asociación entre expertos y responsables políticos y a través de una nueva formulación del ideal francés de igualdad de oportunidades en la educación.
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