The contribution of PISA indicators to educational governance in a globalized context – Comparative Education Finland-Brazil

Abstract

The globalized scenario and the internationalization of capital have increased the level of complexity of social relations of work, production and governance, demanding new actors within the public and corporate spheres. In this context, the role of international organizations such as the OECD and its best-known program, PISA, have gained strategic space among many nations, especially for their role as an economic forum and data and information center. This article sought to produce a reflective analysis of this reality, based on a study of Comparative Education between the Finnish and Brazilian educational systems, dialoguing with comparative researchers such as Moraes (2020) and Nóvoa (2017); and Educational Management theorists such as Libâneo (2017), Paro (2012) and other authors in the field of education. The approach used for the research was qualitative-quantitative, with a survey of documentary and bibliographic data and observations, in loco, in Finland. Despite academic criticism, the study arrives at the inference about the importance of PISA in the production of indicators and incipient information for in-depth studies on educational policies and decision-making in educational governance in a globalized context.