O PISA e as limitações e riscos de um programa de governação global da OCDE
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Data
2022
Autores
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University of Lusophone Humanities and Technology
Resumo
O artigo constitui a versão escrita da intervenção realizada na conferên cia de encerramento de um projeto de investigação que interrogou as razões pela qual a OCDE considerou a participação de Portugal no PISA (2000-2018) como um ‘caso de sucesso’. O artigo reúne o conjunto de referências teóricas que balizaram o trabalho dos investigadores e o contributo específico que dão à continuação de uma reflexão e de um debate, científico e político, sobre o papel desempenhado pela OCDE na tentativa de estabelecer formas duradouras de governação global da educação. Depois de relembrar as origens da OCDE, que marcam indelevelmente o modo como essa organização internacional equaciona os problemas educativos, o autor apresenta as razões do ‘sucesso político’ do PISA e de outros surveys conduzidos pela OCDE e do propósito da organização de tornar estes instrumentos o principal ‘afinador’ das políticas educativas dos Estados membros. O artigo assinala as mudanças na OCDE no final dos anos 1990, que conduziram ao PISA, e apresenta a fonte teórica que as fundamentam: a teoria do capital do conhecimento. No final, o autor sublinha as limitações e riscos da abordagem que a OCDE pretende tornar hegemónicas, defendendo um forte investimento da ciência social cidadã na busca de alternativas humanistas para as políticas de educação, entendidas como um bem comum universal e um direito de cidadania global.
The paper is the written version of the talk made at the closing conference of a research project that questioned the reasons why the OECD considered Portugal’s participation in PISA (2000-2018) as a ‘success case’. The article brings together the set of theoretical references that guided the work of the researchers and the specific contribution they give to the continuation of a reflection and debate, scientific and political, on the role played by the OECD in the attempt to establish lasting forms of global governance of education. After recalling the origins of the OECD, which indelibly mark the way in which this international organization equates education problems, the author presents the reasons for the ‘political success’ of PISA and other surveys conducted by the OECD and the organization’s purpose of making these instruments the main fine-tune of the member states’ education policies. The article points out the changes in the OECD in the late 1990s, which led to PISA, and presents the theoretical source that underlies them: the theory of knowledge capital. In the end, the author underlines the limitations and risks of the approach that the OECD intends to make hegemonic, defending a strong investment of citizen social science in the search for humanist alternatives for education policies, understood as a universal common good and a right of global citizenship.
The paper is the written version of the talk made at the closing conference of a research project that questioned the reasons why the OECD considered Portugal’s participation in PISA (2000-2018) as a ‘success case’. The article brings together the set of theoretical references that guided the work of the researchers and the specific contribution they give to the continuation of a reflection and debate, scientific and political, on the role played by the OECD in the attempt to establish lasting forms of global governance of education. After recalling the origins of the OECD, which indelibly mark the way in which this international organization equates education problems, the author presents the reasons for the ‘political success’ of PISA and other surveys conducted by the OECD and the organization’s purpose of making these instruments the main fine-tune of the member states’ education policies. The article points out the changes in the OECD in the late 1990s, which led to PISA, and presents the theoretical source that underlies them: the theory of knowledge capital. In the end, the author underlines the limitations and risks of the approach that the OECD intends to make hegemonic, defending a strong investment of citizen social science in the search for humanist alternatives for education policies, understood as a universal common good and a right of global citizenship.
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Palavras-chave
EDUCAÇÃO, PISA (PROGRAMA INTERNACIONAL DE AVALIAÇÃO DE ALUNOS), OCDE, GOVERNAÇÃO, EDUCATION, PISA (PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT), GOVERNANCE, PISA
Citação
Teodoro, A 2022, 'O PISA e as limitações e riscos de um programa de governação global da OCDE', Revista Lusófona de Educação, vol. 56, no. 56, pp. 45-64. https://doi.org/10.24140/issn.1645-7250.rle56.04