Outputs (general list)

  • António, A. (2022). O PISA é uma festa. Operacionalização dos artigos de opinião estudados ⌈PISA is a party. Operationalization of the studied opinion articles⌉. Zenodo. https://doi.org/10.5281/zenodo.6062127
  • António, A. S., & Teodoro, A. (2019). Critical discourse analysis: Between educational sciences and journalism. Fronteiras: Journal of Social, Technological and Environmental Science, 8(1), 18-35. https://doi.org/10.21664/2238-8869.2019v8i1.p18-35

In this research, in which we used Critical Discourse Analysis (CDA) applied to the field of Educational Sciences, we submit the question – what relations can be identified between opinion articles concerning Education published in two broadsheet newspapers and the values and aspirations defended by the new middle class? A quantitative methodology was used, and the directors of the newspapers studied were interviewed, as well as parents and tea chers. CDA was used on the 20 opinion articles chosen as corpus of this study.

  • Araújo, A. L. A. Ilhas de excelência no meio do caos: O inédito e o viável nos resultados de escolas brasileiras do Instituto Federal de Educação Ciência e Tecnologia, em avaliação local e global ⌈Islands of excellence in the middle of chaos: The unprecedented and the viable in the results of Brazilian schools of the Federal Institute of Education, Science and Technology, in a local and global assessment⌉ (PhD thesis ongoing).
  • Araújo, A. L., & Borges, L. (2019, July 5). Uma história de sucesso? Portugal e o Pisa (2000-2015) ⌈A sucess story? Portugal and the PISA (2000-2015)⌋. Paper presented at the  9th CeiED’s Researchers Meeting, Research in Education: Plural Views in Co-Creation of Cognitive Justice, Lusófona University, Lisboa.  Abstract available here
  • Borges, L. A construção do PISA em Portugal. Processos e práticas ⌈The construction of PISA in Portugal. Processes and practices⌋ (PhD thesis ongoing).
  • CeiED (2021, June). Resultados do caderno de questões PISA. Relatório ⌈Results: PISA items booklet. Report⌉. Disponível aqui
  • Estrela, E. (2022). Curriculum as the fluid for unsureness times: In between the solid and the liquid. Paper accepted. ECER, Education in a Changing World: The impact of global realities on the prospects and experiences of educational research, Yerevan State University, Yerevan. Abstract available here
  • Estrela, E. (2022, forthcoming). Curriculum as the fluid for times of unsureness: In between the solid and the liquid. In P. Trifonas, & S. Jagger (Eds.), International handbooks of education. Handbook of curriculum theory and research. Springer.
  • Estrela, E., Lopo, T. T., & Teodoro, A. (2022). The evidence-based education policy movement and its effects on the curriculum policy in Portugal (2011-2019). Paper accepted ECER, Education in a Changing World: The Impact of Global Realities on the Prospects and Experiences of Educational Research, Yerevan State University, Yerevan. Abstract available here
  • Estrela, E., Lopo, T. T., & Teodoro, A. (2019, June 13-14). O movimento da evidence-based education policy e as políticas curriculares em Portugal ⌈The evidence-based education policy movement and the curricular policies in Portugal⌉. Paper presented at the II International Seminar  CAFTe – Curriculum, Assessment, Training and Educational Technologies, Faculty of Psychology and Educational Sciences, University of Porto, Porto. Abstract available here
  • Galego, C., Canário, S., & Teodoro, A. (2019, September 3-6). PISA and literacy concept: Analyse of the centrality of literacy as the main operative concept in student assessment. Paper presented at the ECER 2019 Conference, Education in an Era of Risk – the Role of Educational Research for the Future, University of Hamburg, Hamburg. Abstract available here
  • Lopo, T. T.  (2019). Mapeamento nacional e internacional de acontecimentos, medidas de política educativa e marcos ao nível das formas de avaliação ⌈National and international mapping of events, educational policy measures and milestones in terms of forms of assessment⌋. Available here
  • Lopo, T.T. (2019, May 30-31 – June 1). Os estudos de avaliação comparada sobre a educação cívica e a sua influência na decisão sobre políticas educativas ⌈The comparative assessment studies on civic education and their influence in decision-making on educational policies⌉. Paper presented at the International Congress Humanism, Human Rights and Global Citizenship, Lusófona University, Lisboa. Abstract available here
  • Lopo, T. T. (2019). Os estudos de avaliação comparada sobre a educação cívica e a sua influência na decisão sobre políticas educativas ⌈The comparative assessment studies on civic education and their influence in decision-making on educational policies⌉ ⌈PowerPoint slides⌋.
  • Lopo, T. T. (2019, August). PISA nos media. Parte 1 (tiragens e audiências médias de jornais) e Parte 2 (recolha e análise de peças jornalísticas – jornal Público). Relatório [PISA in the media. Part 1 (runs and average audiences of newspapers) and Part 2 (collection and analysis newspaper articles – Público newspaper). Report]. Available here
  • Lopo, T. T. (2020, September 20-22). Think tanks portugueses e a sua influência na decisão política sobre educação ⌈Portuguese thinks tanks and their influence on the political decision in education⌋ . Paper presented  at the XV Congress of the SPCE: Freedom, Equality and Emancipation, Porto. Abstact available here
  • Lopo, T. T. (2020).  Think tanks portugueses e a sua influência na decisão política sobre educação⌈Portuguese thinks tanks and their influence on the political decision in education⌋ ⌊PowerPoint slides⌋

In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.

  • Lopo, T. T. (2021, January). Análise MAXQDA de notícias do jornal Público (2009, 2012, 2015). Relatório de dados ⌈MAXQDA analysis of news from the newspaper Público (2009, 2012, 2015). Data report⌉.
  • Lopo, T. T. (2021, January 13). Avaliações internacionais de larga escala: Portugal à Procura de uma pertença global? ⌈International large scale assessments: Portugal in search of a global belonging? Paper presented at the 1st SPCE-SEC Webinar, Lisboa. Abstract available here
  • Lopo, T. T. (2021, March 29-31). A favor e contra: Uma genealogia da decisão política sobre a entrada de Portugal no PISA (1995-2001) [For and against: A genealogy of the political decision on Portugal’s entry into PISA (1995-2001]. Paper presented at the XI Portuguese Congress of Sociology – Heated Identities: Differences, Belonging, and Populisms in an Effervescent World, Escola de Sociologia e Políticas Públicas, ISCTE – Instituto Universitário de Lisboa and ICS – Instituto de Ciências Sociais, Universidade de Lisboa, Lisboa. Abstract available here
  • Lopo, T. T. (2021). A favor e contra: Uma genealogia da decisão política sobre a entrada de Portugal no PISA (1995-2001) [For and against: A genealogy of the political decision on Portugal’s entry into PISA (1995-2001]. ⌈PowerPoint slides⌉.
  • Lopo, T. T. (2021, September 2-3). The role of Portuguese think tanks in shaping education policy. Paper presented at the  ECER 2021 – Emerging Researchers’ Conference, Genève, Switzerland. Abstract available here
  • Lopo, T. T. (2022, 8 abril). PISA et “PISA pour le développement”: deux programmes, un même discours? ⌈PISA and “PISA for Development”: two programs, the same discourse?⌋. Paper presented at the Seminar The PISA Assessment: Questions, Issues and International Debates. University of  Lille, Lille. Abstract available here
  • Lopo, T. T., & Rosa, V. (2019). O Pisa e a industrialização da educação ⌈The Pisa programme and the industrialization of education⌉. Institut of Sociology, University of Porto, Plataforma Barómetro Social ⌈Plataform Social Barometer⌉. Available here
  • Lopo, T. T., & Rosa, V. (2021, February 23-28). PISA as Big Science. Paper presented at the IV ISA Forum of Sociology, Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, Porto Alegre. Abstract available here
  • Lopo, T. T., & Rosa, V. (2021, February). Industrialization of education: PISA as Big Science [PowerPoint slides].
  • Lopo, T. T., &  Rosa, V. ( 2021, September 15-17). O PISA: Discursos e práticas dos diretores, coordenadores e alunos de escolas portuguesas ⌈PISA: Discourses and practices of the principals, coordinators and students of Portuguese schools⌉. Paper presented at the  XIV Congresso Luso-Afro-Brasileiro & 3.º Congresso da Associação Internacional de Ciências Sociais e Humanas de Língua Portuguesa, Coimbra, Portugal. Abstract available here
  • Mascarenhas, D., Maia, J. S., & Rosa, V. (2022, January 28). O processo de construção do artigo científico PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa [The process of construction of the scientific article PISA, TIMSS and PIRLS in Portugal: A comparative analysis].  Winter School – 2nd Cycle of Workshops on Research Methodologies in Educational Sciences: The process of Building a Scientific Article, University of Minho.
  • Mascarenhas, D., Maia, J. S., & Rosa, V. (2022, January 28). O processo de construção do artigo científico PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa [The process of construction of the scientific article PISA, TIMSS and PIRLS in Portugal: A comparative analysis] ⌊PowerPoint slides⌉
  • Mascarenhas, D., Rosa, V., & Maia, J. S. (2019, October 25-26). O contributo do PISA, do TIMSS e do PIRLS na educação: Balanços e perspetivas [The contribution of PISA, TIMSS and PIRLS for education: Overview and perspectives]. Paper presented at CIDInE Colloquiom Innovation in Education: Overview and future perspectives]. Escola Superior de Educação, Instituto Politécnico de Porto, Porto. Abstract available here
  • Mascarenhas, D., Rosa, V., & Maia, J. S. (2019). O contributo do PISA, do TIMSS e do PIRLS na educação: Balanços e perspetivas ⌈The contribution of PISA, TIMSS and PIRLS for education: Overview and perspectives⌉ ⌊PowerPoint slides⌉
  • Neto, J. L. H. (2019).  Regulação na educação básica brasileira ⌈Regulation in Brazilian basic education⌉ ⌈PowerPoint slides⌋.
  • Ramalho, G., & Lopo, T. T. (2019). Timeline: Implementação do PISA em Portugal ⌊Timeline: PISA implementation in Portugal⌋. Available here
  • Rosa, V. (2019). Database – Some indicators of PISA (2000-2015), by countries. Available here
  • Rosa, V. (2019, July 3). As avaliações internacionais do Programme for International Student Assessment (PISA) [The International assessments of the Programme for International Student Assessment (PISA)] Jornal Diário do Sul.
  • Rosa, V. (2019, July 18). O PISA, o TIMSS e o PIRLS: (In)sucesso escolar em Portugal [PISA, TIMSS and PIRLS: School failure in Portugal]. Jornal Diário do Sul.
  • Rosa, V. (2019, December 6). PISA 2018: Resultados dos alunos [PISA 2018: Students’ results]. Jornal Diário do Sul.
  • Rosa, V. (2020, December 9-11). A participação portuguesa no inquérito internacional PIRLS (2011-2016) ⌈Portuguese participation in the international PIRLS survey (2011-2016)⌉. Paper presented at the IV International Congress on Education and Innovation – Towards Sustainable Education. Escola Superior de Educação do Instituto Politécnico de Coimbra e Universidade de Granada.
  • Rosa, V. (2020). A participação portuguesa no inquérito internacional PIRLS (2011-2016) ⌈Portuguese participation in the international PIRLS survey (2011-2016)⌉⌈PowerPoint slides⌉.

Portugal has been participating in several international studies related to student education and learning, carried out by several associations, in particular the International Association for the Evaluation of Educational Achievement (IEA). One of the most recent is the International Computer and Information Literacy Study (ICILS), which seeks to assess the skills of students in the 8th year of school in Information and Communication Technologies (ICT), focusing on two main domains: Computer and Information Literacy (CIL) and Computational Thinking (CT). In this article we analyze the general results of Portugal and gender differentiation. We use an interpretive methodology, based on the analysis of reports and databases sought by different organizations. The results show that Portugal is in the group of participants who registered an average score higher than the midpoint of the ICILS scale. It also revealed that there is a gender differentiation in the two domains.

  • Rosa, V. (2021, January 26-29). A participação de Portugal no PISA: Políticas, práticas e problemáticas ⌈Portugal’s participation in PISA: Policies, practices and issues⌉. Paper presented  at the AFIRSE Portugal, Education and Life Ages 2021 Colloquium – Research Issues and Challenges in Contemporary Society. Abstract available here
  • Rosa, V. (2021). A participação de Portugal no PISA: Políticas, práticas e problemáticas ⌈Portugal’s participation in PISA: Policies, practices and issues⌉⌈PowerPoint slides⌉.
  • Rosa, V. (2021, February 18-19). A participação portuguesa no International Computer and Information Literacy Study (ICILS) [Portuguese participation in the International Computer and Information Literacy Study (ICILS)]. Paper presented at the 7th edition of the Conference of Information and Communication Technologies (ieTIC2021), Faculty of Education of the Complutense University of Madrid, School of Education of the Polytechnic Institute of Bragança, University of Salamanca, Open University of Portugal, Bragança. Abstract available here
  • Rosa, V. (2021). A participação portuguesa no International Computer and Information Literacy Study (ICILS) ⌈Portuguese participation in the International Computer and Information Literacy Study (ICILS)⌉. ⌈PowerPoint slides⌉.
  • Rosa, V. (2021, March 24-25). PISA: Avaliação em larga escala e mudança educativa ⌈PISA: Large-scale assessment and educational change⌉ . Paper presented  at the IV International Conference Learning and Teaching in Higher Education “Students and Teachers”, Universidade de Évora.
  • Rosa, V. (2021).  PISA: Avaliação em larga escala e mudança educativa ⌈PISA: Large-scale assessment and educational change⌉. ⌈PowerPoint slides⌉
  • Rosa, V. (2021, June 3 ). PISA, big data e industrialização da educação ⌈PISA, big data and industrialization of education⌉. Paper presented at the International Conference on Politics and History of Education: Transfer, Transnationalization and Transformation of Education Policies (1945-2018), University of La Laguna, Tenerife.
  • Rosa, V. (2021). PISA, big data e industrialização da educação ⌈PISA, big data and industrialization of education⌉. ⌈PowerPoint slides⌉
  • Rosa, V. (2021, July 15-16). Reading literacy assessment in Portugal and Brazil. Paper presented at the  International Congress on 21st Century Literacies (ICCL2021), Instituto Politécnico de Portalegre.
  • Rosa, V. (2021, July 20-23 ). A participação de Portugal no International Computer and Information Literacy Study (ICILS) ⌈The participation of Portugal in the International Computer and Information Literacy Study (ICILS)⌉. Paper presented at CIHELA 2021 XIV Congresso Iberoamericano de História da Educação. Revolução, Modernidade e Memória: Caminhos da História da Educação. Associação de História da Educação de Portugal — HISTEDUP. Abstract available here
  • Rosa, V. (2021, October 28-29). O PISA e a literacia financeira: Os resultados de Portugal [PISA and financial literacy: The results of Portugal]. Paper presented at the II International Congress Humanism, Human Rights and Citizenship, Universidade Lusófona. Abstract available here
  • Rosa, V. (2021). O PISA e a literacia financeira: Os resultados de Portugal [PISA and financial literacy: The results of Portugal]. ⌈PowerPoint slides⌉
  • Rosa, V. (2021). Avaliação internacional em larga escala: a participação de Portugal no TIMSS, PIRLS e ICILS ⌈The international large-scale assessment: issues from Portugal’s participation in TIMSS, PIRLS and ICILS⌉. EDUSER: revista de educação, 13(1), 23-40. http://dx.doi.org/10.34620/eduser.v13i1.148

In the last few decades, the large-scale evaluation has acquired an importance in the educational field. International studies developed from surveys are increasingly numerous and cover different domains. Portugal has been participating in several studies, allowing to obtain information about the educational system and the socioeconomic context of the families and students. These data are reflected in the definition and implementation of educational policies. In this article we present an analysis of three international studies in the field of education, in which Portugal participates: Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and the International Computer and Information Literacy Study (ICILS), carried out by International Association for the Evaluation of Educational Achievement (IEA). In this article we present an analysis of the general results of Portugal and we use an interpretative methodology, based on the analysis of reports and databases produced by different organizations, and undertaken by IEA. Despite the different fluctuations, in the different study cycles, Portuguese students have been showing positive results.

This article analyzes the 2018 results of the Financial Literacy of the Programme for International Student Assessment (PISA), conducted by the Organization for Economic Co-operation and Development (OECD). This international large-scale assessment traditionally focuses on reading, math and science literacy, and more recently includes collaborative problem solving and financial literacy. The analysis was performed from the known global data of the countries participating in PISA, but with a particular focus at the data from Portugal. The results show that, for the most part, young Portuguese seem to be reasonably prepared to actively respond to financial challenges. However, regional asymmetries are observed.

This article  presents an analysis of the Trends in International Mathematics and Science Study(TIMSS), for mathematics and science literacies, conducted bythe International Association for the Evaluation of Educational Achievement(IEA), taking into account its general objectives, theevolution of student perfor-mances and the respective data for Portugal (by NUTS IIregions). The biblio-graphic and documentary reviewshowthat Portugal has been improving its results in TIMSS since 1995. It also revealed that there are differences regarding the re-sults by genderand cognitive dimensions (knowing, applying and reasoning). In TIMSS 2019, the Centro region was the territorial unit that obtained the best result in mathematics and science, not 4th and 8th years of schooling.

Widespread in 1961 in the United States of America (USA), the term “big science” refers to large-scale scientific research, substantial budget resources, large teams, large-scale instruments and laboratories, and the capability of producing colossal amounts of data. Using a qualitative research methodology, based on documentary and bibliographical analysis, this paper focuses on the Program for International Student Assessment (PISA), carried out by the Organization for Economic Co-operation and Development (OECD), since we have assumed that, due to its “configurations”, it falls into the “big science” category. The results we found suggest that PISA can be considered the first program that fits into this way of doing science.

  • Rosa, V. (2022). A participação de Portugal no PISA: Políticas, práticas e problemáticas [Portugal’s participation in PISA: Policies, practices and problems]. In C. Cavaco, F. Costa, J. Marques, J. Viana, R. Marreiros, & A. R.  Faria (Eds.). (2022). Educação e Idades da Vida – Problemáticas de Investigação e Desafios na Sociedade Contemporânea. Atas do XXVIII Colóquio da AFIRSE Portugal (pp. 603-612).  AFIRSE Portugal e Instituto de Educação da Universidade de Lisboa. Abstract available here
  • Rosa, V. (2022, February 9-11). International Computer and Information Literacy Study (ICILS): Avaliação do conhecimento de tecnologia da informação e comunicação de alunos e professores [Evaluation of information technology knowledge and communication of students and teachers]. Paper presented at the 29th Colloquium of AFIRSE Portugal – A Educação e os Desafios da Sociedade Contemporânea – Contributos da Investigação, Instituto de Educação da Universidade de Lisboa.
  • Rosa, V. (2022). O PISA e a literacia financeira ⌈PISA and financial literacy⌋. In J. Serrão, M. N. Gonçalves, H. Bracons, J. V. Brás, & A. Cabral (Eds.), Ebook do II Congresso Internacional de Humanismo, Direitos Humanos e Cidadania (pp. 160-170). Edições Universitárias Lusófonas.
  • Rosa, V. (2022, accepted). O PIRLS e a performance de leitura ⌈PIRLS and reading performance⌉. Paper submitted. IV International Colloquium on Social Sciences of Education – Education as a public good: Policies, Trends and Controversies, May 12-14, 2022, Instituto de Educação, Universidade do Minho, Braga.
  • Rosa, V. (2022, submitted ). O estudo internacional TIMSS e a participação de Portugal ⌈The TIMSS international study and the participation of Portugal⌉. XVI Congress of the Portuguese Society of Educational Sciences, September 15-17, 2022, Lisboa.
  • Rosa, V., & Lopo, T. T. (2020, September 20-22). PISA, Big Science e o trabalho científico sobre educação em Portugal ⌈PISA, Big Science and the scientific work in education in Portugal⌋. Paper presented  at the XV Congress of the SPCE: Freedom, Equality and Emancipation, Porto. Abstact available here
  • Rosa, V., & Lopo, T. T. (2020). PISA, Big Science e o trabalho científico sobre educação em Portugal ⌈PISA, Big Science and the scientific work in education in Portugal⌋⌊PowerPoint slides⌉
  • Rosa, V., & Lopo, T. T. (2021, March 29-31). Os discursos e as práticas dos diretores, coordenadores e alunos das escolas portuguesas no âmbito da participação no inquérito internacional PISA [The discourses and practices of the principals, coordinators and students of Portuguese schools that participated in PISA]. Paper presented at the XI Portuguese Congress of Sociology – Heated Identities: Differences, Belonging, and Populisms in an Effervescent World, Escola de Sociologia e Políticas Públicas, ISCTE – Instituto Universitário de Lisboa and ICS – Instituto de Ciências Sociais, Universidade de Lisboa, Lisboa.  Abstract available here
  • Rosa, V., & Lopo, T. T. (2021). Os discursos e as práticas dos diretores, coordenadores e alunos das escolas portuguesas no âmbito da participação no inquérito internacional PISA [The discourses and practices of the principals, coordinators and students of portuguese schools that participated in PISA]. ⌈ PowerPoint slides⌉.
  • Rosa, V., & Lopo, T. T. (2021, May 25-27 ). The Portuguese participation in the international PISA survey: Discourses and practices of principals, coordinators and students. Paper presented at the International Conference Sociology of Education in Southern Europe: A Step Forward (SESE Conference), Università Cattolica del Sacro Cuore, Milan. Abstract available here
  • Rosa, V., & Lopo, T. T. (2021). The Portuguese participation in the international PISA survey: Discourses and practices of principals, coordinators and students ⌈ PowerPoint slides⌉.
  • Rosa, V., & Lopo, T. T. (2021). A OCDE e a educação. O PISA e a sua transformação num projeto de “big science” ⌈OECD and education. PISA and its transformation into a “big science” project⌉. In L. G. Correia, & T. Neves (Eds.), Liberdade, equidade e emancipação. Atas do XV congresso da SPCE (pp. 464-472). SPCE – Sociedade Portuguesa de Ciências da Educação. Abstract available here
  • Rosa, V., Maia, J. S., & Mascarenhas, D. (2019, September 23-24). O contributo dos inquéritos internacionais na área da educação (PISA, TIMSS e PIRLS) para a formação dos docentes ⌈The contribution of international education surveys (PISA, TIMSS and PIRLS) to teacher education⌉. Paper presented at the International Congress Teacher Professionality, Lusófona University, Lisboa. Conference proceeding available here
  • Rosa, V., Maia, J. S., & Mascarenhas, D. (2020, November 27). A participação de Portugal no inquérito internacional PIRLS (2011-2016) ⌈Portugal’s participation in the international PIRLS survey (2011-2016)⌋. Paper presented at the 3rd WCCES Symposium, Teachers, Teaching Profession, and comparative Education: Fostering Values Education and Engaging Academic Freedom amidst Emerging Issues Related to COVID-19 ⌈Symposium⌋. Abstract available here
  • Rosa, V., Maia, J. S., & Mascarenhas, D. (2020). A participação de Portugal no inquérito internacional PIRLS (2011-2016) ⌈Portugal’s participation in the international PIRLS survey (2011-2016)⌋ ⌈PowerPoint slides⌋.
  • Rosa, V., Maia, J., & Mascarenhas, D. (2021). A participação de Portugal no inquérito internacional PIRLS (2011-2016) ⌈Portugal’s participation in the international PIRLS survey (2011-2016)⌉.  Indagatio Didactica, 13(3), 37-56. https://doi.org/10.34624/id.v13i3.25503

In this article we present an analysis of the evolution trends of the performance on reading literacy of the Portuguese students of the 4th year of schooling within the scope of the international survey Progress in International Reading Literacy Study (PIRLS) (including ePIRLS in 2016), conducted by the International Association for the Evaluation of Educational Achievement (IEA), taking into account its general data and the respective data for Portugal. For this purpose, we analysed the reports and databases produced by IEA and by Instituto de Avaliação Educativa (IAVE). The results reveal that, in 2016, Portugal was in the group of participants who registered an average score higher than the central point of the PIRLS scale (500 points) but compared to 2011 that score represented a decrease. It also revealed that in 2011 girls had better achievement than boys, but that difference was practically eliminated in 2016 and that there are no significant differences between the results obtained in PIRLS and ePIRLS. Both in 2011 and in 2016, it was the Ave region that had the best results.

  • Rosa, V., Maia, J. S., & Mascarenhas, D. (2022). O PISA 2015 e resolução colaborativa de problemas: Os resultados dos alunos portugueses ⌈PISA 2015 and collaborative problem solving: The results of Portuguese students⌉. EduSer: revista de educação, 14(1), 1-11. https://doi.org/10.34620/eduser.v14i1.177

In this article we present an analysis of one of the literacy domains of the Program for International Student Assessment (PISA): Collaborative Problem Solving (CPR). Compared to other literacies assessed by PISA (Reading, Science, Mathematics, Finance), CPR has been little studied in Portugal. We use an interpretative methodology based on reports and databases produced by different organizations. The results show that Portugal is at the top of the scale in relation to valuing relationships and valuing teamwork, pointing out that 15-year-old Portuguese students feel socially integrated, that boys obtain lower overall assessments than girls, following international trends, and that there is a differentiation between NUTS III regions. In the correlational analysis made between the scores of CPR and other International Large Scale Assessments (ILSA), it was found that there is a statistically significant correlation, positive, only with the three domains of PISA-2015 –Lecture. Mathematics and Science.

This article presents a comparative analysis of three international surveys: PISA, carried out by OECD, and TIMSS and PIRLS, undertaken by IEA, considering their general objectives and the data correlation on Portugal (by NUTS III regions). The analysis of general results reveals that Portugal’s results has been improving in PISA, in the three domains (reading, mathematics and sciences), that they have improved in TIMSS in mathematics, while the reading performance in PIRLS has declined. The comparative analysis by regions has shown that there is a difference in results by regions and that, while the domain factor does not seem relevant, the object of evaluation factor in each study seems decisive for the results of the surveys. This comparison has also revealed a direct link between the GDP/inhabitant and the results of the surveys in regions with extreme values of GDP/inhabitant, although this relation does not exist for most regions.

  • Rosa, V., Sampaio, J., Mascarenhas, D., & Teodoro, A. (2021, February 10). PISA, TIMSS e PIRLS: Uma análise comparativa em Portugal ⌈PISA, TIMSS and PIRLS: A comparative analysis in Portugal⌉. Paper presented at the CeiED Open Webinar, Lisboa.
  • Rosa, V., Sampaio, J., Mascarenhas, D., & Teodoro, A. (2021). PISA, TIMSS e PIRLS: Uma análise comparativa em Portugal ⌈PISA, TIMSS and PIRLS: A comparative analysis in Portugal⌉ ⌈PowerPoint slides⌉

This article examines the OECD’s role in the construction of education policies in Portugal after the Second World War up to the Carnation Revolution (1974). For a large part of the twentieth century (1926–1974), Portugal lived under a nationalist dictatorship, with elements that were on a par with the European fascism. After analysing the genesis of the OECD (OEEC, as originally established), this article describes how participating in the Mediterranean Regional Programme, designed and conducted by the OECD/OEEC between 1960 and 1968, was important to integrate Portugal in the western sphere of influence, and enabled the creation of the basis for an education policy which would represent the most important source of mandate and legitimacy for the developmentalist positions and proposals arising from the technocratic sectors of the regime which, increasingly, gained influence in the economic departments and in the offices of education planning and labour force training in the 1960s and early 1970s.

  • Teodoro, A. (2019, May 21-24). A success story? A research project about Portugal and the PISA (2000-2015).  Paper presented at the XVII World Congress of Comparative Education, Riviera Maya, Cancun. Abstract available here
  • Teodoro, A. (2022, 15 março). The impact of neoliberal globalisation on education policy. Keynote at the Laurea Magistrale in Wellness, Sport and Health, University of Bologna, Bologna. Abstract available here
  • Teodoro, A. (Ed.). (2022, in editing work). Uma história de sucesso? Portugal e o PISA (2000-2018) ⌈A success story? Portugal and the PISA (2000-2018)⌉. Edições Universitárias Lusófonas.
  • Teodoro, A., & Lopo, T. T. (2021). The OECD again: legitimization of a new vocationalism in the educational policies in Portugal (1979–1993). Paedagogica Historica. doi: 10.1080/00309230.2021.1941143

The paper presents an analysis of the examination of Portugal’s education policy conducted by the Organization for Economic Cooperation and Development (OECD) in 1987 as well as of its role in the legitimation of a new vocationalism. In particular, the focus is on the key recommendation put forward in the examiners’ report regarding the investment in the initial professional qualification of young people and its relation with the creation, in 1988, of a new administrative body within the Portuguese Ministry of Education tasked with coordinating the system of non-higher education in the area of technological, artistic and professional education, responsible for launching the professional schools in 1989, and also the technology courses at secondary-school level in 1993. The results of our analysis suggest that it was this examination by the OECD that effectively paved the way for the renascence of professional education in Portugal, but now rethought and redefined as a socially regulated, extended and grounded form of vocationalism.

  • Teodoro, A., Lopo, T. T., Teodoro, V., Carita, A., &  Estrela, E. (2021, 30 agosto – 2 setembro). A Success story? The PISA impacts on media discourse and public policies in Portugal (2000-2018). Paper presented at the  Invited Symposium What contribution can PISA 2025 make to improving science education? ESERA Conference 2021 Fostering Scientific Citizenship in an Uncertain World, Braga, Portugal. Abstract available here
  • Teodoro, V. D. (2019, June). PISA means 2000-2015. All countries. Report. Available here