Resultados do PISA nos artigos de opinião: o que está sendo significado como qualidade para a educação?

Abstract

The aim of the present research is to identify, analyze and discuss the demands and antagonisms articulated around the signifier “Education quality” in opinion news reports published in two big national-circulation newspapers: O Globo and Estado de S. Paulo. They present analyses about Brazilian students’ scores in the Program for International Student Assessment (PISA) in its three last editions – 2012, 2015 and 2018, by starting from the understanding of the discourse developed by Laclau and Mouffe (2015). The discourse is defended as theoretical-analytical category that enables investigating the mechanisms through which the sense of social phenomena emerges and, simultaneously, changes the enunciated phenomena (PEREIRA, 2012). The study followed the post-structural approach to advocate for the argument that great-circulation newspapers in Brazil help the process to make the sense of Education quality hegemonic by stating that discursive practices are crossed by multiple power relationships in society and that the opinion news reports are part of this disputes for meaning. The proposition lies on investigating articulated demands and antagonisms produced in disputes set around the attempts to give a fixed meaning for “quality” and “Education”. In order to do so, the literature/interpretation of selected articles was carried out from theoretical contributions by Ernesto Laclau (2011) and Laclau and Mouffe (2015), by assuming the argument that the press operates a discourse in disputes for attempts to fix meanings for “quality” and “education”; therefore, they are part of social constitution processes.