From official narratives about PISA to the conceptions of basic education teachers in the North of RS

Authors

DOI:

https://doi.org/10.18764/2178-2229v32n3e26051

Keywords:

evaluation policies, large-scale assessment, Programme for International Student Assessment, regulation, basic education, teachers

Abstract

The article presents and discusses the results of a research that investigated the following question: what are the conceptions of teachers working with 15-year-old students in a municipality in the Northern region of Rio Grande do Sul (RS) about the Programme for International Student Assessment (PISA)? PISA, coordinated by the Organisation for Economic Co-operation and Development (OECD), is an international large-scale assessment program that has become a powerful tool for transnational regulation. Its impact on Brazilian educational policies also resonates in teachers' performance. Therefore, this text aims to analyze the conceptions of teachers working with 15-year-old students in a municipality in the Northern region of RS regarding PISA. This is a qualitative, exploratory, and descriptive study. The methodological strategies adopted were bibliographic, documentary, and field research. Field data collection was conducted through the application of a questionnaire to the teaching staff (12 teachers) working in the ninth year of Elementary School and the first and second years of High School in the aforementioned municipality. The strategy used for data analysis was Content Analysis. The results highlighted a lack of knowledge among the participants regarding PISA and its influences, as well as a certain self-responsibility for students' performance. These results point to the emphasis placed on the technical aspect of training, which reverberates in the reduction of criticality and the loss of the political dimension of teaching performance. 

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Author Biographies

Marina Fátima Onyszko, Universidade Federal da Fronteira Sul (UFFS)

Graduada em Pedagogia pela Universidade Regional Integrada do Alto Uruguai e das Missões (URI) - campus de Erechim/RS. Mestranda do Programa de Pós-Graduação Interdisciplinar em Ciências Humanas (PPGICH) da Universidade Federal da Fronteira Sul (UFFS) - campus de Erechim/RS. 

Edite Maria Sudbrack, Universidade Regional Integrada do Alto Uruguai e das Missões (URI)

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora do Programa de Pós-Graduação em Educação da Universidade Regional Integrada do Alto Uruguai e das Missões (URI). 

Idanir Ecco, Universidade Regional Integrada do Alto Uruguai e das Missões (URI)

Mestre em Filosofia pela Universidade de Passo Fundo (UPF). Professor da Universidade Regional Integrada do Alto Uruguai e das Missões (URI) - campus de Erechim/RS. 

Published

2025-09-18

How to Cite

ONYSZKO, Marina Fátima; SUDBRACK, Edite Maria; ECCO, Idanir.
From official narratives about PISA to the conceptions of basic education teachers in the North of RS
. Cadernos de Pesquisa, p. 1–30, 18 Sep. 2025 Disponível em: https://cajapio.ufma.br/index.php/cadernosdepesquisa/article/view/26051. Acesso em: 12 oct. 2025.

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Artigos