Política educacional, exames internacionais de desempenho e a busca da escolarização de classe mundial: uma análise crítica
DOI:
https://doi.org/10.18222/eae.v28i68.4696Palavras-chave:
PISA, TIMMS, Avaliação em Larga Escala, Políticas Educacionais.Resumo
As políticas educacionais no mundo todo estão cada vez mais dirigidas por um desejo de emular as “melhores práticas” de países que têm bom resultado em exames internacionais de desempenho de alunos, tais como o Programme for International Student Assessment (PISA) e o Trends in International Mathematics and Science Study (TIMSS). Este artigo traz uma análise crítica de como essa forma aplicada de educação comparada opera, a lógica e os pressupostos nos quais ela se baseia, e os atores essenciais envolvidos.
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