PISA reading literacy from Paulo Freire’s critical approach

Detalhes bibliográficos
Autor(a) principal: Caviedes, Juan Francisco Remolina
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13232
Resumo: This paper is a critical study of the theoretical foundations of the PISA reading test. To this it has tried to use as reference theory proposed by Paulo Freire in relation to reading, trying to offer a different approach to this type of international assessments, which are affecting the national educational politics. The research question focuses on determining the theoretical foundation of reading literacy in PISA and identify its main distances and tensions with the Freire theory. This study is speculative, the corpus of theory base is contrasted to highlight differences and tensions from a critical theory. The results showed significant differences and contradictions related to cognitive, representational codes, interpretive modes and especially a contrasting view of the reading subject.
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spelling PISA reading literacy from Paulo Freire’s critical approachLa lectura en Paulo Freire y la competencia lectora de PISAEvaluationPISAPaulo FreireReading.EvaluaciónPISAPaulo FreireLectura.This paper is a critical study of the theoretical foundations of the PISA reading test. To this it has tried to use as reference theory proposed by Paulo Freire in relation to reading, trying to offer a different approach to this type of international assessments, which are affecting the national educational politics. The research question focuses on determining the theoretical foundation of reading literacy in PISA and identify its main distances and tensions with the Freire theory. This study is speculative, the corpus of theory base is contrasted to highlight differences and tensions from a critical theory. The results showed significant differences and contradictions related to cognitive, representational codes, interpretive modes and especially a contrasting view of the reading subject.El trabajo es un estudio crítico sobre los fundamentos teóricos de la prueba lectora PISA. Con esta finalidad, se ha intentando utilizar como teoría de referencia la propuesta por Paulo Freire, procurando ofrecer un enfoque diferente y proponer, con una visión crítica, elementos de discusión que puedan enriquecer el debate educativo frente a ciertas evaluaciones internacionales que están condicionando las agendas educativas nacionales. El foco de la investigación es determinar el fundamento teórico de la competencia lectora según PISA e identificar sus principales distanciamientos y tensiones frente la teoría lectora de Freire. El estudio es de índole especulativa, los enunciados de base del corpus son contrastados con el fin de evidenciar diferencias y tensiones teóricas bajo un enfoque crítico. Los resultados mostraron diferencias y/o contradicciones relacionadas con la capacidad cognitiva, los códigos representacionales, los modos interpretativos y, fundamentalmente, ofrecieron una visión contrastada del sujeto lector.Editora da PUCRS - ediPUCRS2013-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13232Educação; Vol. 36 No. 2 (2013): Dossier - Biopolitics, governmentality and education; 223-231Educação; Vol. 36 Núm. 2 (2013): Dossiê - Biopolítica, governamentalidade e educação; 223-231Educação; v. 36 n. 2 (2013): Dossiê - Biopolítica, governamentalidade e educação; 223-2311981-25820101-465Xreponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13232/9453Caviedes, Juan Francisco Remolinainfo:eu-repo/semantics/openAccess2021-09-14T18:38:08Zoai:ojs.revistaseletronicas.pucrs.br:article/13232Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:38:08Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv PISA reading literacy from Paulo Freire’s critical approach
La lectura en Paulo Freire y la competencia lectora de PISA
title PISA reading literacy from Paulo Freire’s critical approach
spellingShingle PISA reading literacy from Paulo Freire’s critical approach
Caviedes, Juan Francisco Remolina
Evaluation
PISA
Paulo Freire
Reading.
Evaluación
PISA
Paulo Freire
Lectura.
title_short PISA reading literacy from Paulo Freire’s critical approach
title_full PISA reading literacy from Paulo Freire’s critical approach
title_fullStr PISA reading literacy from Paulo Freire’s critical approach
title_full_unstemmed PISA reading literacy from Paulo Freire’s critical approach
title_sort PISA reading literacy from Paulo Freire’s critical approach
author Caviedes, Juan Francisco Remolina
author_facet Caviedes, Juan Francisco Remolina
author_role author
dc.contributor.author.fl_str_mv Caviedes, Juan Francisco Remolina
dc.subject.por.fl_str_mv Evaluation
PISA
Paulo Freire
Reading.
Evaluación
PISA
Paulo Freire
Lectura.
topic Evaluation
PISA
Paulo Freire
Reading.
Evaluación
PISA
Paulo Freire
Lectura.
description This paper is a critical study of the theoretical foundations of the PISA reading test. To this it has tried to use as reference theory proposed by Paulo Freire in relation to reading, trying to offer a different approach to this type of international assessments, which are affecting the national educational politics. The research question focuses on determining the theoretical foundation of reading literacy in PISA and identify its main distances and tensions with the Freire theory. This study is speculative, the corpus of theory base is contrasted to highlight differences and tensions from a critical theory. The results showed significant differences and contradictions related to cognitive, representational codes, interpretive modes and especially a contrasting view of the reading subject.
publishDate 2013
dc.date.none.fl_str_mv 2013-06-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13232
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13232
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13232/9453
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 36 No. 2 (2013): Dossier - Biopolitics, governmentality and education; 223-231
Educação; Vol. 36 Núm. 2 (2013): Dossiê - Biopolítica, governamentalidade e educação; 223-231
Educação; v. 36 n. 2 (2013): Dossiê - Biopolítica, governamentalidade e educação; 223-231
1981-2582
0101-465X
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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