O que os indicadores dizem sobre a evolução do cenário educacional no Brasil: perspectivas a partir da avaliação PISA na área de Matemática

Abstract

This paper discusses the evolution of education in Brazil from the perspective of the PISA assessment. For the development of this discussion, a study of the Brazilian history in the area of Mathematics was carried out in this evaluation, seeking to examine aspects that permeate these results. As it is frequently adopted as the main international comparative and its results are adopted as a reference to indicate the quality of education in the country, a broader view of the information surrounding the results of this large-scale evaluation is of fundamental importance for the educational debate. To this end, a bibliographic review of national reports and literature on the history of this evaluation and the contexts we intend to analyze was carried out. Based on this, a study of the sample cuts was carried out, examining the evolution of these results within a contextual framework that considers the following aspects of education in our country: level of schooling, evolution of investments in education, regional inequalities, school conditions and differences between the different education networks. With this, the arguments of this work aim to promote reflections beyond the reductionist view presented by the rankings, and to explain how a simplistic evaluation of these results may not reflect the real scenario of Mathematics teaching in our country. It seeks to deepen the discussions on the quality of education, emphasizing the importance of interpreting and understanding the contexts in which these results were constructed. We hope that this study can help bring the dialogue between researchers, educators and society closer together.