Educação: Teoria e Prática (Jul 2010)
PISA impact on Brazilian Academic Production: contributions for the discussion on scholar curriculum
Abstract
This article aims to discuss the relationship between assessment and curriculum, usingas object of analysis the Brazilian academic production that has as one of its importantargumentation elements the International Student Assessment Program- PISA. Basedon concepts by Perelman and Olbrechts-Tyteca 51 articles published in scientificjournals between 2001-2009 are analyzed. The questions the research aimed to answerwere: what place and value the authors assign to PISA? To what extent and how do theyarticulate their constructs with the possibility that large-scale assessments of inducingmanifest curriculum? Conclusions of this exploratory study are presented through threeindicators: PISA as premised-fact, as premised-assumption and as argument. Also,theses and arguments present in studies that interrogate PISA from the point of view ofthe curriculum that induces it are recovered. It seems that PISA is consolidated as animportant contribution to the making of objects for study and of reference analysis.However, only a few articles have been found that deeply address the curriculum thatPISA and others assessment systems require
