O papel da governança educacional da OCDE: um estudo de caso da participação brasileira no PISA

• Ano de defesa: 2021
• Autor(a) principal: Souza, Isadora Mendes de Paula
• Orientador(a): Budini, Terra Friedrich
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Governança Global e Formulação de Políticas Internacionais
• Departamento: Faculdade de Ciências Sociais
• País: Brasil
• Palavras-chave em Português: Governança global; Internacionalização de políticas públicas; INEP; Organização de Cooperação e o Desenvolvimento Econômico; Programa Internacional de Avaliação de Alunos
• Palavras-chave em Inglês: Global governance; Internationalization of public policies; Organisation for Economic Co-operation and Development; Program for International Student Assessment
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICA INTERNACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/24509

This dissertation investigated the role of OECD's educational governance taking as a starting point the study case about the changes and effects caused in Brazilian education policies due to the participation of Brazil in the Program for International Assessment of Students (PISA). More specifically, we sought to understand the processes through which PISA Committees's instruments and ideas have influenced the policies of the National Institute of Educational Studies and Research Anísio Teixeira (INEP). To this end, theoretical and empirical efforts were mobilized. Theoretically, a literature review was carried out on the PISA's effects on national educational policies. Empirically, quantitative data about Brazilian participation in Committees and adherence to legal instruments of OECD were collected and analyzed, as well as qualitative data from interviews with key actors from INEP and experts in educational policies. The empirical results suggest that OECD and PISA have been playing a role in national education policies since the 1990s. This role has had non-direct consequences on public policies favoring the circulation and the adoption of knowledge and ideas related to PISA by INEP's technical staff. This work is situated in International Relations field and it dialogues with globalization studies that have formulated how the authority of the nationstate and the locus of the production of norms and public policies have been shifting due to the changes in global capitalism in the last four decades. It also dialogues with a more specific literature about internationalization of public policies and policy transfer which has shown how international policies and programs circulate and are adopted both from the global to the local and from the local to the global