Globalização, educação e novos modos de governação
- Addey, C., & Sellar, S. (2017) Why do countries participate in PISA? Understanding the role of international large-scale-assessments in global educational policy. In A. Verger, A. M. Novellin, & H. K. Altinyelken (Eds.), Global education policy and international development: New agendas, issues and policies (pp.97–118). London, Bloomsbury.
- Addey, C. & Sellar, S. (2019) Is it worth it? Rationales for (non)participation in international large-scale learning assessments. Paris: UNESCO.
- Addey, C., Sellar, S, Steiner-Khamsi, G., Lingard, B., & Verger, A. (2017) The rise of international large-scale assessments and rationales for participation. Compare: A Journal of Comparative and International Education, 47 (3), 1-19.
- Akyol, Ş. P., Krishna, K., & Wang, J. (2018). Taking PISA seriously: How accurate are low stakes exams? (Working Paper 24930). Retrieved from National Bureau of Economic Research website: https://www.nber.org/papers/w24930
- Alexander, R. (2012). Moral panic, miracle cures and educational policy: What can we really learn from international comparison? Scottish Educational Review, 44(1), 4-21.
- António, A. S., Estrela, E., Galego, C., & Teodoro, A. (Eds.). (2009). Educando o cidadão global: Globalização, educação e novos modos de governação. Lisboa: Edições Universitárias Lusófonas.
- Aydarova, E. (2020). Knowledge for the elites, competencies for the masses: Political theatre of educational reforms in the Russian Federation. Comparative Education, 57 (1), 1-16. https://doi.org/10.1080/03050068.2020.1845060
- Bastin, G., & Tubaro, P. (2018). Le moment big data des sciences sociales. Revue Française de Sociologie, 59 (3), 375-394.
- Bauer, A., Sousa, S. M., Neto, J. L. H., Valle, R. C., & Pimenta, C. O. (2017). Iniciativas de avaliação do ensino fundamental em municípios brasileiros: Mapeamento e tendências. Revista Brasileira de Educação, 22 (71), 1-19.
- Bettencourt, A., Miguéns, M. & Ramalho, G. (Eds.). (2010). Impacto das avaliações internacionais nos sistemas educativos. Lisboa: Conselho Nacional de Educação.
- Borer, V. L., & Lawn, M. (2013). Governing education systems by shaping data: From the past to the present, from national to international perspectives. European Educational Research Journal, 12 (1), 48-52. https://doi.org/10.2304/eerj.2013.12.1.48
- Bray, M., Adamson, B., & Mason, M. (Eds.). (2015). Pesquisa em educação comparada: Abordagens e métodos. Brasília: Liber Livro.
- Breakspear, S. (2014). How does PISA shape education policy making? Why how we measure learning determines what counts in education. Melbourne: Centre for Strategic Education.
- Carnoy, M. (2015). International test score comparisons and educational policy: A review of the critiques. Boulder: National Education Policy Center. Recuperado de https://nepc.colorado.edu/publication/international-test-scores
- Carnoy, M., Khavenson, T., Loyalka, P., Schmidt, W. H., & Zakharov, A. (2016). Revisiting the relationship between international assessment outcomes and educational production: Evidence from a longitudinal PISA-TIMSS sample.American Educational Research Journal, 53 (4), 1054–1085. doi: 10.3102/0002831216653180
- Carvalho, L. M. (2012). The fabrications and travels of a knowledge-policy instrument. European Educational Research Journal, 11 (2), 172-188. https://doi.org/10.2304/eerj.2012.11.2.172
- Carvalho, L. M., Costa, E., & Sant’Ovaia, C. (2020). Depicting the faces of results-oriented regulatory processes in Portugal: National testing in policy texts. European Educational Research Journal, 19 (2), 125-141. https://doi.org/10.1177/1474904119858799
- Carvalho, L. M., Viseu, S., & Gonçalves, C. (2019). Bridging worlds and spreading light: Intermediary actors and the translation of knowledge for policy in Portugal. In C. E. Mølstad, & D. Pettersson (Eds.), New practices of comparison, quantification and expertise in education: Conducting empirically based research (pp. 111–126). Routledge.
- Cercadillo, L., & Jiménez, J. V. (Eds.). (2019). PISA como evaluación educativa supranacional: Luces y sombras en equidad. Journal of Supranational Policies of Education, 9. http://dx.doi.org/10.15366/jospoe2019.9
- Clarke, M., & Luna-Bazaldua, D. (2021). Primer on large-scale assessments of educational achievement. The World Bank.
- Conceição, C.P., Ávila, P. Coelho, A. R., & Costa, A. F. (2019). European action plans for science–society relations: Changing buzzwords, changing the agenda. Minerva, 1-24. doi: https://doi.org/10.1007/s11024-019-09380-7
- ⌊CNE⌋ Conselho Nacional de Educação. (2013). Avaliações internacionais e desempenho dos alunos portugueses. Lisboa: Conselho Nacional de Educação.
- Crato, N. (Ed.) . (2021). Improving a country’s education, PISA 2018 results in 10 countries. Cham: Springer. https://doi.org/10.1007/978-3-030-59031-4
- Daniel, B. K. (2019). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology, 50 (1), 101–113.
- Elfert, M. (2019). The OECD, American power and the rise of the “economics of education” in the 1960s. In C. Ydesen (Ed.), The OECD’s historical rise in education. The formation of a global governing complex (pp.39-61). https://link.springer.com/chapter/10.1007/978-3-030-33799-5_3
- Félix, P., Perdigão, P., & Lourenço, V. (2020). Desempenho e equidade: Uma análise comparada a partir dos estudos internacionais TIMSS e PIRLS. Lisboa. Conselho Nacional de Educação.
- Fernandes, D., Neves, C., Tinoca, L., Viseu, S., & Henriques, S. (2019). Políticas educativas e desempenho de Portugal no PISA (2000-2015). Lisboa: Instituto de Educação.
- Ferreira, A., Flores, I., & Casas-Novas, T. (2017). Introdução ao estudo – Porque melhoraram os resultados PISA em Portugal? Estudo longitudinal e comparado (2000-2015). Lisboa: Fundação Francisco Manuel dos Santos.
- Freitas, R. G., Chaves, V. L., & Nozaki, H. T. (2019). Marginalisation in education systems: The Programme for International Student Assessment (PISA) and the failure discourse around the Italian education system.Education Policy Analysis Archives, 27 (127).
- Froese-Germain, B. (2010). The OECD, PISA and the impacts on educational policy. Canadian Teachers’ Federation.
- Fuller, K., & Stevenson, H. (2019) Global education reform: Understanding the movement. Educational Review, 71 (1), 1-4.
- Galego, C., Ricardo, M. M. C., & Teodoro, A. (Ed.). (2018). A educação comparada para além dos números: Contextos locais, realidades nacionais e processos transnacionais. Lisboa: Edições Lusófonas.
- Gardinier, M. (2017). Looking back toward the future: Reflecting on the OECD’s global educational influence. In A. W. Wiseman, & C. S. Taylor (Eds.), International Perspectives on Education and Society Series (pp.247-269). Bingley: Emerald Publishing Limited.
- Gorur, R. (2016). Seeing like PISA: A cautionary tale about the performativity of international assessments. European Educational Research Journal, 15 (5), 598-616. https://doi.org/10.1177/1474904116658299
- Gorur, R., Sørensen, E, & Maddox, B. (2019). Standardizing the context and contextualizing the standard: Translating PISA into PISA-D. In M. J. Prutsch (Ed.), Science, numbers and politics (pp. 301-329). Cham: Springer Nature.
- Grek, S. (2010). International organisations and the shared construction of policy ‘problems’: Problematisation and change in education governance in Europe. European Educational Research Journal, 9 (3), 396-406. https://doi.org/10.2304/eerj.2010.9.3.396
- Grek, S. (2012). What PISA knows and can do: Studying the role of national actors in the making of PISA. European Educational Research Journal, 11 (2), 243-254. https://doi.org/10.2304/eerj.2012.11.2.243
- Grek, S., Lawn, M., & Ozga, J. (2009). O PISA e o debate das políticas na Escócia: As narrativas políticas sobre a participação escocesa na comparação internacional. Sísifo. Revista de Ciências da Educação, 10, 75-86.
- Hanushek, E. A., & Woessmann, L. (2020). A quantitative look at the economic impact of the European Union’s educational goals. Education Economics, 28(3), 225-244.
- Harju-Luukkainen, H., McElvany, N., & Stang, J. (Eds.) . (2020). Monitoring student achievement in the 21st Century. European policy perspectives and assessment strategies. Cham: Springer.
- Hopfenbeck, T. N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J. & Baird, J.-O. (2018). Lessons learned from PISA: A systematic review of peer- reviewed articles on the programme for International Student Assessment. Scandinavian Journal of Educational Research, 62(3), 333-353.
- Hopmann, S. T., & Brinek, G. (2007). Introduction: PISA according to PISA – Does PISA keep what it promises? In S. T. Hopmann, G. Brinek, & Martin Retzl (Eds.), PISA zufolge PISA – PISA according to PISA (pp. 9-20). Berlin: Lit Verlag.
- Hypolito, A. M., & Jorge, T. (2020). OECD, PISA and large-scale assessment in Brazil: Some Implications. Sisyphus – Journal of Education, 8 (1), 10-27.
- Jerrim, J., Lopez-Agudo, L. A., Marcenaro-Gutierrez, O. D., & Shure, N. (2017). What happens when econometrics and psychometrics collide? An example using the PISA data. Economics of Education Review, 61, 51-58.
- Jerrim, J., & Mossa, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, (45)1, 181–200. doi: 10.1002/be February 2019rj.3498
- Komatsu, H. & Rappleye. J.(2017) A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth. Comparative Education,53(2),166-191. doi: 10.1080/03050068.2017.1300008
- Koretz, D. M. (2017). The testing charade: Pretending to make schools better. Chicago: The University of Chicago Press.
- Labaree, D. (2014). Let’s measure what no one teaches: PISA, NCLB, and the shrinking aims of education. Teachers College Record, 116 (9).
- Leimgruber, M., & Schmelzer, M. (Eds.).(2017). The OECD and the international political economy since 1948. Cham: Palgrave.
- Lindblad, S., Pettersson, D., & Popkewitz, T. (2015). International comparisons of school results: A systematic review of research on large scale assessments in education. Swedish Research Council.
- López, A., Llavador, J., & Teodoro, A. (2017). La medida de la calidad educativa: Acerca de los rankings universitários. Revista de la Asociación de Sociología de la Educación, (10)2, 283-300.
- Lourenço, V., Duarte, A., Nunes, A., Amaral, A., Gonçalves, C., Mota, M., & Mendes, R. (2019).PISA 2018 – Portugal. Relatório Nacional. Lisboa: IAVE.
- Meyer, H.-D. & Benavot, A. (Eds.). (2013). PISA, power and policy. The emergence of global education governance. Oxford: Symposium Books.
- Morgan, C. (2011). Constructing the OECD PISA. In M. Pereya (Ed.), PISA under examination: Changing knowledge, changing tests, and changing schools (pp. 1-14). Rotterdam: Sense Publishers.
- Moss, P., & Urban, M. (2020). The organisation for economic co-operation and development’s international early learning and child well-being study: The scores are in! Contemporary Issues in Early Childhood, 21 (2), 165-171. https://doi.org/10.1177/1463949120929466
- Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.). (2016). The handbook of global education policy . Oxford: John Wiley & Sons.
- OECD. (2016). PISA 2015 results: Excellence and equity in education (vol. 1). Paris: OECD Publishing.
- OECD. (2018). Equity in education: Breaking down barriers to social mobility. Paris: OECD Publishing.
- OECD. (2020). Education policy outlook. Portugal. Paris: OECD Publishing.
- Pereyra, M. P., Kotthoff, H.-G., & Robert Cowen, R. (Eds.). (2011). PISA under examination. Changing knowledge, changing tests, and changing schools. Rotterdam: Sense Publishers.
- Robert, A. D., & Seguy, J.-Y. (2015). Les syndicats enseignants et PISA: Entre réserves et usages choisis. Administration & Éducation, 145, 77-83.
- Robertson, S. L. & Dale, R. (2008). Researching education in a globalising era: Beyond methodological nationalism, methodological statism, methodological educationism and spatial fetishism. in J. Resnik (Ed.), The production of educational knowledge in the global era (19-32). Rotterdam: Sense Publications.
- Sánchez-Lissen, E. (2020). La influencia de las evaluaciones internacionales sobre las políticas educativas: Una mirada a la educación en europa desde PISA. Laplage em Revista, 6 (2), 19-36.
- Santos, A. A., Neto, J. L. H., & Junqueira, R. D. (2017). Sistema nacional de avaliação da educação básica (Sinaeb). Proposta para atender ao disposto no plano nacional de educação. Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira.
- Schleicher, A. (2012). Utilizem os dados para contruir escolas melhores [Vídeo]. Recuperado de https://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools?language=pt#t-751
- Schleicher, A. (2018). World class: How to build a 21st-century school system. Paris: OECD Publishing.
- Sellar, S., Thompson, G., & Rutkowski, D. (2017). The global education race: Taking the measure of PISA and international testing. Edmonton: Brush Education Inc.
- Singer, J. D., & Braun, H. I. (2018). Testing international education assessments. Rankings get headlines, but often mislead. Science, 360 (6384), 38-40. doi: 10.1126/science.aar4952
- Singer, J. D., Braun, H. I., & Chudowsky, N. (2018). International education assessments: Cautions, conundrums, and common sense. Washington: National Academy of Education.
- Sjøberg, S. (2015). PISA and global educational governance – A critique of the project, its uses and implications. Eurasia Journal of Mathematics, Science & Technology Education, 11 (1), 111-127.
- Sjøberg, S. (2018). The power and paradoxes of PISA: Should inquiry-based science education be sacrificed to climb on the rankings? Nordina, 14 (2), 186-202.
- Sorensen, T. B., & Robertson, S. (2020). Ordinalization and the OECD’s governance of teachers. Comparative Education Review, 64 (1), 21-45.
- Sousa, D., Grey, S., & Oxley, L. (2019). Comparative international testing of early childhood education: The democratic deficit and the case of Portugal. Policy Futures in Education, 17 (1), 41-58. doi:10.1177/1478210318818002
- Teodoro, A. (2001). Organizações internacionais e políticas educativas nacionais: A emergência de novas formas de regulação transnacional ou uma globalização de baixa intensidade. In S. Stoer, L. Cortesão, & J. A. Correia (Eds.), Crise da educação à “educação” da crise: Educação e a transnacionalização dos mecanismos de regulação social (pp. 125 – 161). Porto: Edições Afrontamento.
- Teodoro, A. (2003). Globalização e educação: Políticas educacionais e novos modos de governação. São Paulo: Cortez Editora.
- Teodoro, A. (2007). Nouvelles modalités de régulation transnationale des politiques éducatives. Évidences et possibilités. Carrefours de l’Éducation, 2 (24), 201-215.
- Teodoro, A. (2013). The political construction of European education space . In R. F. Arnove, C. A. Torres, & S. Franz (Eds.), Comparative education. The dialectic of the global and the local (pp. 445 – 457). New York & Plimouth: Rowman & Littlefield.
- Teodoro, A. (2015). A construção da educação mundial ou o lugar da Educação Comparada no estudo das políticas (e práticas) de educação. Revista Brasileira de Pós-Graduação, (12)29, 859-877.
- Teodoro, A. (2016). Governando por números: Os grandes inquéritos estatísticos internacionais e a construção de uma agenda global nas políticas de educação. Em Aberto, (29)96, 41-52.
- Teodoro, A. (2019). The end of isolationism: examining the OECD influence in Portuguese education policies, 1955–1974. Paedagogica Historica. doi : 10.1080/00309230.2019.1606022
- Teodoro, A. (2020). Contesting the global development of sustainable and inclusive education. Education reform and the challenges of neoliberal globalization. Abingdon: Routledge.
- Teodoro, A. , & Aníbal, G. (2008). A educação em tempos de globalização. Modernização e hibridismo nas políticas educativas em Portugal. Revista Iberoamericana de Educación, 48, 73-91.
- Teodoro, A., & Guilherme, M. (Eds.). (2014). European and Latin American higher education between mirrors. Conceptual frameworks and policies of equity and social cohesion. Rotherdam & Boston: Sense Publishers.
- Teodoro, A., & Panait, O. M. (2017). Vers l’analyse des résistances aux normes éducatives issues de la globalisation. Éducation et Sociétés – Revue Internationale de Sociologie de l’Éducation, 39, 5-18.
- Teodoro, A., & Torres, C. A. (Eds.). (2005). Educação crítica e utopia. Perspectivas para o século XXI. São Paulo: Cortez Editora.
- Thompson, G., Savage, G. C., & Lingard, B. (2016). Think tanks, edu-businesses and education policy: Issues of evidence, expertise and influence. Introduction. Australian Educational Researcher, 43 (1), 1-13.
- Torres, C. A. (2018). Carlos Alberto Torres em entrevista: Da educação comparada aos planos futuros de um “intelectual do mundo” [Entrevista realizada por R. M. Lopes, C. F. Silva, & M. G. Alves]. Educação, 41 (3), 411-417.
- Tröhler, D. (2014). Change management in the governance of schooling: the rise of experts, planners, and statistics in the early OECD. Teachers College Record, 116, 1-26.
- Unesco. (2019) A promessa das avaliações de aprendizagem em larga escala: Reconhecer os limites para desbloquear oportunidades. Unesco.
- Wagemaker, H. (Ed.). (2020). Reliability and validity of International Large-Scale Assessment. Understanding IEA’s comparative studies of student achievement. Hamburg: IEA Research for Education, SpringerLink.
- Verger, A., Fontdevila, C., & Parcerisa, L. (2019a). Reforming governance through policy instruments: How and to what extent standards, tests and accountability in education spread worldwide. Discourse: Studies in the Cultural Politics of Education, 40 (2), 248-270. doi: 10.1080/01596306.2019.1569882
- Verger, A., Fontdevila, C., & Parcerisa, L. (2019b). The growth and spread of large-scale assessments and test-based accountabilities: A political sociology of global education reforms. Educational Review, 71 (1), 5-30.
- Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education : A political economy of global education reform. New York: Teachers College Press.
- Verger, A., & Parcerisa, L. (2018). Globalización, rendición de cuentas y gobernanza educativa: Análisis de un fenómeno en expansión. Con-Ciencia Social (segunda época), 1, 59-73.
- Villani, M., & Oliveira, D. A. (2018). Avaliação nacional e internacional no Brasil: Os vínculos entre o PISA e o IDEB. Educação & Realidade, 43(4), 1343-1362.
- Volante, L. (2017). The PISA effect on global educational governance. New York: Routledge.
- Wuttke, J. (2007). Uncertainties and bias in PISA. In S. T. Hopmann, G. Brinek, & M. Retzl (Eds.), PISA zufolge PISA . PISA according to PISA (pp. 241-264). Wien: Lit-Verlag.
- Xiaomin, L., & Auld, E. (2020). A historical perspective on the OECD’s “humanitarian turn”: PISA for Development and the Learning Framework 2030. Comparative Education. doi: 10.1080/03050068.2020.1781397
- Zhao, Y. (2020). Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change. https://link.springer.com/article/10.1007%2Fs10833-019-09367-x
