Cuestionarios contextuales del Pisa em investigaciones educativas: Revisión sistemática

Autores/as

DOI:

https://doi.org/10.18222/eae.v36.10949

Palabras clave:

Programa Internacional de Evaluación de Alumnos, Cuestionario, Estudio Bibliográfico

Resumen

Este artículo presenta una revisión sistemática de la literatura en revistas, utilizando el método Prisma, para analizar producciones académicas que emplean cuestionarios contextuales del Programme for International Student Assessment (Pisa). Fueron seleccionados 22 artículos, clasificados en tres categorías de análisis: desempeño educativo de los estudiantes; factores ambientales, socioemocionales y políticos; y calidad psicométrica. Los estudios abordan diferentes perspectivas en variados contextos, con un enfoque predominante en el uso del cuestionario estudiantil como instrumento de análisis. Se destaca el importante número de estudios comparativos entre países. Sin embargo, los análisis desarrollados en el contexto sudamericano son reducidos.

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Biografía del autor/a

Talita Emidio Andrade Soares, Instituto Federal do Sul de Minas Gerais (IFSULDEMINAS), Passos-MG, Brasil

Licenciada em Matemática pela Universidade Federal de Viçosa (UFV). Doutoranda e mestra em Educação pela Universidade Federal do Espírito Santo (UFES). Professora no IFSULDEMINAS, campus Passos-MG.

Wagner dos Santos, Universidade Federal do Espírito Santo (UFES), Vitória-ES, Brasil

Doutor em Educação pela Universidade Federal do Espírito Santo (UFES). Atualmente é Diretor de Pós-Graduação da UFES. Professor permanente do programa de Pós-Graduação em Educação da UFES. Líder do Instituto de Pesquisa em Educação e Educação Física (Proteoria).  Bolsista de Produtividade em Pesquisa do CNPq - Nível 2.

Citas

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Publicado

2025-01-28

Cómo citar

Soares, T. E. A., & Santos, W. dos. (2025). Cuestionarios contextuales del Pisa em investigaciones educativas: Revisión sistemática. Estudos Em Avaliação Educacional, 36, e10949. https://doi.org/10.18222/eae.v36.10949

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Vol. 36 (2025)

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Artículos

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Derechos de autor 2025 Estudos em Avaliação Educacional

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