GLOBALIZATION AND CONTEMPORARY CHALLENGES FOR EDUCATION – PISA ANALYSIS AND THE EDUCATION’S ROUTES IN BRAZIL
Journal Title: Revista Espaço do Currículo - Year 2008, Vol 1, Issue 1
Abstract
There have been several globalization effects, concerning the State, in the teachinglearning process and in the implementation of the educational policy. In order to discuss about the globalization effects in the educational Brazilian context, it is necessary, first of all, to define education as a human and citizenship right. The present text aims to raise data for the indicators´ analysis and the educational assessment rates regarding the Brazilian context. Though Brazil has not been a member of the Organization for Economic Cooperation and Development (OECD), it accomplished the PISA (Programmer for International Student Assessment) exam as guest. The results, according to the indicators, are worrisome if we do consider the ranking (almost the last position) Brazil occupied. Because of this, the competent institutions were driven to establish political and pedagogical guidelines aiming to acquire better results in 2009, when the next PISA will occur. The government, by means of the competent institutions, is trying to change this critical situation as regards reading, looking forward to the next PISA assessment in 2009. Since the 1990s, the assessment culture has been spread in several countries, including Brazil. The Education Ministry has made efforts required by international mechanisms, such as: The National System of Basic Education Assessment, The National High School Teaching Exam, The National Courses Exam, The Supply Conditions Assessment of the Graduation Courses and The Assessment of the Post-Graduation Courses. The international assessments mostly known are: The Third International Mathematics and Science Study (TIMSS) and the (PISA). According to MEC examiners such assessments have been more frequent and it is not possible to get rid of them. This is a world trend triggered by the economical globalization process. If these measures emerged with the intention to fund governments to avoid waste, aiming to guide investments in education, three questions came up: a) Did these mechanisms impact on the public investment to assure the access and the permanency of the student in school?; b) Was there any investment in the teacher’s formation and in the didactic book?; c) Did the emphasis and the resources increase in education involve the actors and the mechanisms of social control?
Authors and Affiliations
Luis Havelange Soares, Mara Simões Cruz Marques, Margarida Sônia Marinho do Monte, Maria José Candido Barbosa, Maria de Nazaré Tavares Zenaide, Valéria Leitão de Medeiros, Stella Maria G. Oliveira, Rita Cristiana Barbosa
Keywords
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