The connections between the PISA and the STEM education movement

Detalhes bibliográficos
Autor(a) principal: Oliveira Pugliese, Gustavo
Data de Publicação: 2022
Outros Autores: de Macedo Santos, Vinicio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/35153
Resumo: In this article, we explore the fact that, far beyond obvious effects such as the ranking of educational systems and the construction of model countries, the narratives built by PISA also indirectly support the emergence of technicist educational trends such as the STEM education movement (Science, Technology, Engineering and Mathematics), which has occupied significant space in the Brazilian educational agenda and is already part of government policies. Based on the theoretical reference in sociology of education, we analyze how the arguments built around STEM education, not by chance, similar to OECD perspectives: the solution to the challenges of the economy through education, throwing the bill of economic successes (and failures) to the school and the teacher. We have established a critical analysis of how STEM education has been presented as a universal solution, supported by being a trend imported especially from the United States, and given as a norm in Brazil. We have observed that the STEM movement is a product of globalizing practices, a byproduct of the performance and competitiveness policies that the OECD establishes on education systems worldwide.
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spelling The connections between the PISA and the STEM education movementLas relaciones entre PISA y el movimiento STEM educationAs relações entre o PISA e o movimento STEM education no BrasilSTEM educationAvaliação internacionalCurrículoPolíticas de educaçãoEducational policiesCurriculumInternational AssessmentSTEM educationEducación STEMEvaluación internacionalCurrículoPolíticas educacionalesIn this article, we explore the fact that, far beyond obvious effects such as the ranking of educational systems and the construction of model countries, the narratives built by PISA also indirectly support the emergence of technicist educational trends such as the STEM education movement (Science, Technology, Engineering and Mathematics), which has occupied significant space in the Brazilian educational agenda and is already part of government policies. Based on the theoretical reference in sociology of education, we analyze how the arguments built around STEM education, not by chance, similar to OECD perspectives: the solution to the challenges of the economy through education, throwing the bill of economic successes (and failures) to the school and the teacher. We have established a critical analysis of how STEM education has been presented as a universal solution, supported by being a trend imported especially from the United States, and given as a norm in Brazil. We have observed that the STEM movement is a product of globalizing practices, a byproduct of the performance and competitiveness policies that the OECD establishes on education systems worldwide.En este artículo, exploramos el hecho de que, mucho más allá de efectos obvios como la clasificación de los sistemas educativos y la construcción de países modelo, las narrativas construidas por PISA también apoyan indirectamente la aparición de tendencias educativas como el movimiento educativo STEM (Ciencia, Tecnología, Ingeniería y Matemáticas), que ha ocupado un espacio significativo en la agenda educativa brasileña y ya forma parte de las políticas gubernamentales. Partiendo de la referencia teórica en la sociología de la educación, analizamos cómo los argumentos construidos en torno a la educación STEM, no por casualidad, se acercan mucho a las perspectivas de la OCDE: la solución de los desafíos de la economía a través de la educación, pasando por la cuenta de los éxitos (y fracasos) económicos para la escuela y para el profesor. Hemos establecido un análisis crítico de cómo la educación STEM se ha presentado como una solución universal, apoyada por ser una tendencia importada especialmente de los Estados Unidos, y dada como norma en el Brasil. Hemos observado que el movimiento STEM es un producto de las prácticas globalizadoras, un subproducto de las políticas de rendimiento y competitividad que la OCDE determina a los sistemas educativos de todo el mundo.Neste artigo, exploramos o fato de que, muito além de efeitos evidentes como o ranqueamento dos sistemas educacionais e a construção de países-modelo, as narrativas construídas pelo PISA (Programme for International Student Assessment) também sustentam indiretamente o surgimento de tendências educacionais como o movimento STEM education (Science, Technology, Engineering and Mathematics), o qual tem ocupado significativo espaço na agenda educacional brasileira e já faz parte de políticas de governo. Partindo do referencial teórico em sociologia da educação, analisamos como os argumentos construídos em torno do STEM education, não por acaso, são muito próximos das perspectivas da OCDE (Organização para a Cooperação e Desenvolvimento Econômico): a solução para os desafios da economia através da educação, jogando a conta dos sucessos (e fracassos) econômicos para a escola e para o professor. Estabelecemos uma análise crítica sobre o modo pelo qual o STEM education tem sido apresentado como uma solução universal, respaldada por ser uma tendência importada especialmente dos Estados Unidos, e dado como uma norma no Brasil. Observamos que o movimento STEM é um produto das práticas globalizantes, é um subproduto das políticas de desempenho e competividade que a OCDE determina nos sistemas educacionais mundo afora.Educação em Revista 2022-09-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresTextoAvaliado por ParesTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/35153Educação em Revista ; v. 38 (2022)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/35153/31356https://periodicos.ufmg.br/index.php/edrevista/article/view/35153/31357Copyright (c) 2022 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira Pugliese, Gustavode Macedo Santos, Vinicio2022-12-22T19:48:28Zoai:periodicos.ufmg.br:article/35153Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2022-12-22T19:48:28Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The connections between the PISA and the STEM education movement
Las relaciones entre PISA y el movimiento STEM education
As relações entre o PISA e o movimento STEM education no Brasil
title The connections between the PISA and the STEM education movement
spellingShingle The connections between the PISA and the STEM education movement
Oliveira Pugliese, Gustavo
STEM education
Avaliação internacional
Currículo
Políticas de educação
Educational policies
Curriculum
International Assessment
STEM education
Educación STEM
Evaluación internacional
Currículo
Políticas educacionales
title_short The connections between the PISA and the STEM education movement
title_full The connections between the PISA and the STEM education movement
title_fullStr The connections between the PISA and the STEM education movement
title_full_unstemmed The connections between the PISA and the STEM education movement
title_sort The connections between the PISA and the STEM education movement
author Oliveira Pugliese, Gustavo
author_facet Oliveira Pugliese, Gustavo
de Macedo Santos, Vinicio
author_role author
author2 de Macedo Santos, Vinicio
author2_role author
dc.contributor.author.fl_str_mv Oliveira Pugliese, Gustavo
de Macedo Santos, Vinicio
dc.subject.por.fl_str_mv STEM education
Avaliação internacional
Currículo
Políticas de educação
Educational policies
Curriculum
International Assessment
STEM education
Educación STEM
Evaluación internacional
Currículo
Políticas educacionales
topic STEM education
Avaliação internacional
Currículo
Políticas de educação
Educational policies
Curriculum
International Assessment
STEM education
Educación STEM
Evaluación internacional
Currículo
Políticas educacionales
description In this article, we explore the fact that, far beyond obvious effects such as the ranking of educational systems and the construction of model countries, the narratives built by PISA also indirectly support the emergence of technicist educational trends such as the STEM education movement (Science, Technology, Engineering and Mathematics), which has occupied significant space in the Brazilian educational agenda and is already part of government policies. Based on the theoretical reference in sociology of education, we analyze how the arguments built around STEM education, not by chance, similar to OECD perspectives: the solution to the challenges of the economy through education, throwing the bill of economic successes (and failures) to the school and the teacher. We have established a critical analysis of how STEM education has been presented as a universal solution, supported by being a trend imported especially from the United States, and given as a norm in Brazil. We have observed that the STEM movement is a product of globalizing practices, a byproduct of the performance and competitiveness policies that the OECD establishes on education systems worldwide.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Texto
Avaliado por Pares
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/35153
url https://periodicos.ufmg.br/index.php/edrevista/article/view/35153
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/35153/31356
https://periodicos.ufmg.br/index.php/edrevista/article/view/35153/31357
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 38 (2022)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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