Subject and identity in education for the 21st century: a discursive analysis of the impacts of PISA (programme for the internacional student assessment) in Brazil

• Grant number: 14/23770-9
• Support Opportunities: Scholarships abroad - Research
• Start date: March 01, 2015
• End date: July 31, 2015
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Márcia Aparecida Amador Mascia
• Grantee: Márcia Aparecida Amador Mascia
• Host Investigator: Thomas S. Popkewitz
• Host Institution: Universidade São Francisco (USF). Campus Itatiba. Itatiba , SP, Brazil
• Institution abroad: University of Wisconsin-Madison (UW-Madison), United States

Abstract

Subject and Identity in Education for the 21st century: a discursive analysis of the impacts of PISA (Programme for the Internacional Student Assessment) in BrazilMárcia Aparecida Amador MasciaUniversidade São FranciscoAbstract:Taking into account the discursive framework, in the interface of Foucault´s archaeological and genealogical studies and other post-critical authors, this research project aims to raise and analyze the emergencies of subjectivities and identities in contemporary educational discourses that cross the documents of PISA - Programme for International Student Assessment -, developed and coordinated by the Organization for Economic Cooperation and Development (OECD), and documents of the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) in Brazil. It will take as corpus documents and videos disposed on PISA international website as well as documents and videos disposed on the Brazilian INEP website, responsible for PISA, in Brazil. We propose to answer the following research questions: a) to what extent the discourses of contemporary external assessments (PISA) establish "new" regimes of truth in regarding to the status of the subject in Education in Brazil?; b) how do such discourses act as new forms of governmentality in education? We intend to raise the conflicts that are generally erased and camouflaged and that constitute the systems of reasoning that sustain PISA, problematizing through the lenses of post-critical studies, with the intention of better understanding the contemporary relations that are established by the external assessments in large scale. We hope that the results of this research can reach leaders that are responsible for large scale assessment in Brazil, in a way of better contributing to the 21st century Education in our country. Keywords: Discourse, Subject, Identity, PISA, Large Scale Assessments. (AU)