出版社：Instituto de Biociências - Campus de Rio Claro - Unesp
摘要：This article aims to discuss the relationship between assessment and curriculum, using as object of analysis the Brazilian academic production that has as one of its important argumentation elements the International Student Assessment Program- PISA. Based on concepts by Perelman and Olbrechts-Tyteca 51 articles published in scientific journals between 2001-2009 are analyzed. The questions the research aimed to answer were: what place and value the authors assign to PISA? To what extent and how do they articulate their constructs with the possibility that large-scale assessments of inducing manifest curriculum? Conclusions of this exploratory study are presented through three indicators: PISA as premised-fact, as premised-assumption and as argument. Also, theses and arguments present in studies that interrogate PISA from the point of view of the curriculum that induces it are recovered. It seems that PISA is consolidated as an important contribution to the making of objects for study and of reference analysis. However, only a few articles have been found that deeply address the curriculum that PISA and others assessment systems require.
其他摘要：This article aims to discuss the relationship between assessment and curriculum, using as object of analysis the Brazilian academic production that has as one of its important argumentation elements the International Student Assessment Program- PISA. Based on concepts by Perelman and Olbrechts-Tyteca 51 articles published in scientific journals between 2001-2009 are analyzed. The questions the research aimed to answer were: what place and value the authors assign to PISA? To what extent and how do they articulate their constructs with the possibility that large-scale assessments of inducing manifest curriculum? Conclusions of this exploratory study are presented through three indicators: PISA as premised-fact, as premised-assumption and as argument. Also, theses and arguments present in studies that interrogate PISA from the point of view of the curriculum that induces it are recovered. It seems that PISA is consolidated as an important contribution to the making of objects for study and of reference analysis. However, only a few articles have been found that deeply address the curriculum that PISA and others assessment systems require.
