VÍTOR ROSA

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O PISA e a literacia física

𝑂𝑠 𝑒𝑠𝑡𝑢𝑑𝑜𝑠 𝑖𝑛𝑡𝑒𝑟𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑖𝑠 𝑑𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑖𝑑𝑜𝑠 𝑎 𝑝𝑎𝑟𝑡𝑖𝑟 𝑑𝑒 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑎́𝑟𝑖𝑜𝑠 𝑠𝑎̃𝑜 𝑐𝑎𝑑𝑎 𝑣𝑒𝑧 𝑚𝑎𝑖𝑠 𝑛𝑢𝑚𝑒𝑟𝑜𝑠𝑜𝑠 𝑒 𝑎𝑏𝑟𝑎𝑛𝑔𝑒𝑚 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑡𝑒𝑠 𝑑𝑜𝑚𝑖́𝑛𝑖𝑜𝑠. 𝑂𝑠 𝑑𝑎 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑑𝑖𝑧𝑒𝑚 𝑟𝑒𝑠𝑝𝑒𝑖𝑡𝑜 𝑎 𝑑𝑖𝑣𝑒𝑟𝑠𝑜𝑠 𝑛𝑖́𝑣𝑒𝑖𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 (𝑑𝑎 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑏𝑎́𝑠𝑖𝑐𝑎 𝑎̀ 𝑢𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑑𝑎𝑑𝑒) 𝑒 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑎𝑜𝑠 𝑎𝑑𝑢𝑙𝑡𝑜𝑠 𝑛𝑎̃𝑜 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑧𝑎𝑑𝑜𝑠. 𝑉𝑎́𝑟𝑖𝑎𝑠 𝑟𝑒𝑣𝑖𝑠𝑡𝑎𝑠 𝑒 𝑜𝑏𝑟𝑎𝑠 𝑒𝑠𝑝𝑒𝑐𝑖𝑎𝑙𝑖𝑧𝑎𝑑𝑎𝑠 𝑓𝑎𝑧𝑒𝑚 𝑒𝑐𝑜 𝑑𝑒𝑠𝑡𝑒𝑠 𝑒𝑠𝑡𝑢𝑑𝑜𝑠, 𝑖𝑛𝑠𝑖𝑠𝑡𝑖𝑛𝑑𝑜 𝑠𝑜𝑏𝑟𝑒 𝑜𝑠 𝑠𝑒𝑢𝑠 𝑜𝑏𝑗𝑒𝑡𝑖𝑣𝑜𝑠, 𝑜𝑠 𝑚𝑒́𝑡𝑜𝑑𝑜𝑠 𝑢𝑡𝑖𝑙𝑖𝑧𝑎𝑑𝑜𝑠 𝑒 𝑜𝑠 𝑠𝑒𝑢𝑠 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠.

𝑂 𝑃𝑟𝑜𝑔𝑟𝑎𝑚𝑚𝑒 𝑓𝑜𝑟 𝐼𝑛𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝐴𝑠𝑠𝑒𝑠𝑠𝑚𝑒𝑛𝑡 (𝑃𝐼𝑆𝐴), 𝑐𝑜𝑛𝑑𝑢𝑧𝑖𝑑𝑜 𝑝𝑒𝑙𝑎 𝑂𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑎 𝑎 𝐶𝑜𝑜𝑝𝑒𝑟𝑎𝑐̧𝑎̃𝑜 𝑒 𝐷𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑖𝑚𝑒𝑛𝑡𝑜 𝐸𝑐𝑜𝑛𝑜́𝑚𝑖𝑐𝑜 (𝑂𝐶𝐷𝐸) 𝑒 𝑞𝑢𝑒 𝑖𝑛𝑐𝑖𝑑𝑒 𝑡𝑟𝑎𝑑𝑖𝑐𝑖𝑜𝑛𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑠𝑜𝑏𝑟𝑒 𝑎 𝑙𝑒𝑖𝑡𝑢𝑟𝑎, 𝑎𝑠 𝑐𝑖𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑒 𝑎 𝑚𝑎𝑡𝑒𝑚𝑎́𝑡𝑖𝑐𝑎, 𝑒 𝑚𝑎𝑖𝑠 𝑟𝑒𝑐𝑒𝑛𝑡𝑒𝑚𝑒𝑛𝑡𝑒 𝑖𝑛𝑐𝑙𝑢𝑖 𝑎 𝑟𝑒𝑠𝑜𝑙𝑢𝑐̧𝑎̃𝑜 𝑐𝑜𝑙𝑎𝑏𝑜𝑟𝑎𝑡𝑖𝑣𝑎 𝑑𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑎𝑠 𝑒 𝑎 𝑙𝑖𝑡𝑒𝑟𝑎𝑐𝑖𝑎 𝑓𝑖𝑛𝑎𝑛𝑐𝑒𝑖𝑟𝑎, 𝑜 𝑇𝑟𝑒𝑛𝑑𝑠 𝑖𝑛 𝐼𝑛𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑀𝑎𝑡𝘩𝑒𝑚𝑎𝑡𝑖𝑐𝑠 𝑎𝑛𝑑 𝑆𝑐𝑖𝑒𝑛𝑐𝑒 𝑆𝑡𝑢𝑑𝑦 (𝑇𝐼𝑀𝑆𝑆), 𝑞𝑢𝑒 𝑎𝑏𝑟𝑎𝑛𝑔𝑒 𝑎 𝑚𝑎𝑡𝑒𝑚𝑎́𝑡𝑖𝑐𝑎 𝑒 𝑎 𝑓𝑖́𝑠𝑖𝑐𝑎, 𝑒 𝑜 𝑃𝑟𝑜𝑔𝑟𝑒𝑠𝑠 𝑖𝑛 𝐼𝑛𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑅𝑒𝑎𝑑𝑖𝑛𝑔 𝐿𝑖𝑡𝑒𝑟𝑎𝑐𝑦 𝑆𝑡𝑢𝑑𝑦 (𝑃𝐼𝑅𝐿𝑆), 𝑞𝑢𝑒 𝑖𝑛𝑐𝑖𝑑𝑒 𝑠𝑜𝑏𝑟𝑒 𝑎 𝑙𝑒𝑖𝑡𝑢𝑟𝑎, 𝑎𝑚𝑏𝑜𝑠 𝑟𝑒𝑎𝑙𝑖𝑧𝑎𝑑𝑜𝑠 𝑝𝑒𝑙𝑎 𝐼𝑛𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝐴𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑓𝑜𝑟 𝑡𝘩𝑒 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝐸𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝐴𝑐𝘩𝑖𝑒𝑣𝑒𝑚𝑒𝑛𝑡 (𝐼𝐸𝐴), 𝑠𝑎̃𝑜, 𝑐𝑒𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑒, 𝑜𝑠 𝑚𝑎𝑖𝑠 𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑑𝑜𝑠 𝑒 𝑡𝑜𝑟𝑛𝑎𝑟𝑎𝑚-𝑠𝑒 𝑢𝑚𝑎 𝑟𝑒𝑓𝑒𝑟𝑒̂𝑛𝑐𝑖𝑎 𝑝𝑎𝑟𝑎 𝑎 𝑔𝑜𝑣𝑒𝑟𝑛𝑎𝑐̧𝑎̃𝑜 𝑛𝑜𝑠 𝑐𝑎𝑚𝑝𝑜𝑠 𝑑𝑎 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑒 𝑑𝑎 𝑓𝑜𝑟𝑚𝑎𝑐̧𝑎̃𝑜. 𝐷𝑎𝑑𝑜 𝑞𝑢𝑒 𝑡𝑜𝑑𝑜𝑠 𝑒𝑠𝑡𝑒𝑠 𝑒𝑠𝑡𝑢𝑑𝑜𝑠 𝑠𝑒 𝑐𝑒𝑛𝑡𝑟𝑎𝑚 𝑒𝑠𝑠𝑒𝑛𝑐𝑖𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑛𝑎 𝑎𝑣𝑎𝑙𝑖𝑎𝑐̧𝑎̃𝑜 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑓𝑜𝑟𝑎𝑚 𝑑𝑒𝑠𝑖𝑔𝑛𝑎𝑑𝑜𝑠 𝑝𝑒𝑙𝑜 𝑎𝑐𝑟𝑜́𝑛𝑖𝑚𝑜 𝐼𝐿𝑆𝐴𝑠, 𝑞𝑢𝑒 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎 𝐼𝑛𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝐿𝑎𝑟𝑔𝑒-𝑆𝑐𝑎𝑙𝑒 𝐴𝑠𝑠𝑒𝑠𝑠𝑚𝑒𝑛𝑡𝑠.

𝑉𝑎́𝑟𝑖𝑜𝑠 𝑑𝑜𝑐𝑢𝑚𝑒𝑛𝑡𝑜𝑠 𝑒 𝑏𝑎𝑠𝑒𝑠 𝑑𝑒 𝑑𝑎𝑑𝑜𝑠, 𝑑𝑒 𝑎𝑐𝑒𝑠𝑠𝑜 𝑙𝑖𝑣𝑟𝑒, 𝑝𝑜𝑑𝑒𝑚 𝑠𝑒𝑟 𝑒𝑛𝑐𝑜𝑛𝑡𝑟𝑎𝑑𝑜𝑠(𝑎𝑠) 𝑛𝑎 𝐼𝑛𝑡𝑒𝑟𝑛𝑒𝑡 𝑒, 𝑎𝑜 𝑙𝑜𝑛𝑔𝑜 𝑑𝑜𝑠 𝑎𝑛𝑜𝑠, 𝑡𝑜𝑑𝑜𝑠 𝑒𝑙𝑒𝑠 𝑠𝑒 𝑑𝑜𝑡𝑎𝑟𝑎𝑚 𝑑𝑒 𝑟𝑒𝑐𝑢𝑟𝑠𝑜𝑠 𝘩𝑢𝑚𝑎𝑛𝑜𝑠, 𝑚𝑒𝑡𝑜𝑑𝑜𝑙𝑜́𝑔𝑖𝑐𝑜𝑠 𝑒 𝑡𝑒𝑐𝑛𝑜𝑙𝑜́𝑔𝑖𝑐𝑜𝑠 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡𝑒𝑠.

𝑁𝑎𝑠 𝑝𝑒𝑟𝑔𝑢𝑛𝑡𝑎𝑠 𝑟𝑒𝑎𝑙𝑖𝑧𝑎𝑑𝑎𝑠 𝑎𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑛𝑡𝑒𝑠 𝑛𝑜 𝑃𝐼𝑆𝐴, 𝑐𝑜𝑚 𝟷𝟻 𝑎𝑛𝑜𝑠 𝑑𝑒 𝑖𝑑𝑎𝑑𝑒, 𝑒𝑥𝑖𝑠𝑡𝑒 𝑎𝑙𝑔𝑢𝑚𝑎𝑠 𝑠𝑜𝑏𝑟𝑒 𝑎 𝑎𝑡𝑖𝑣𝑖𝑑𝑎𝑑𝑒 𝑓𝑖́𝑠𝑖𝑐𝑎 (𝑒𝑠𝑐𝑜𝑙𝑎𝑟 𝑒 𝑒𝑥𝑡𝑟𝑎-𝑒𝑠𝑐𝑜𝑙𝑎𝑟). 𝐷𝑎𝑚𝑜𝑠 𝑢𝑚 𝑒𝑥𝑒𝑚𝑝𝑙𝑜: 𝑒𝑚 𝑚𝑒́𝑑𝑖𝑎, 𝑞𝑢𝑎𝑛𝑡𝑜𝑠 𝑑𝑖𝑎𝑠, 𝑝𝑜𝑟 𝑠𝑒𝑚𝑎𝑛𝑎, 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑡𝑎 𝑎𝑠 𝑎𝑢𝑙𝑎𝑠 𝑑𝑒 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑓𝑖́𝑠𝑖𝑐𝑎? 𝐶𝑜𝑚𝑝𝑎𝑟𝑎𝑛𝑑𝑜 𝟸𝟶𝟷𝟻 𝑒 𝟸𝟶𝟷𝟾, 𝑑𝑜𝑖𝑠 𝑐𝑖𝑐𝑙𝑜𝑠 𝑑𝑜 𝑃𝐼𝑆𝐴, 𝑜 𝑔𝑟𝑎́𝑓𝑖𝑐𝑜 𝑠𝑒𝑔𝑢𝑖𝑛𝑡𝑒 𝑟𝑒𝑣𝑒𝑙𝑎 𝑞𝑢𝑒 𝑎 𝑚𝑒́𝑑𝑖𝑎 𝑑𝑜𝑠 𝑝𝑎𝑖́𝑠𝑒𝑠 𝑑𝑎 𝑂𝐶𝐷𝐸 𝑒́, 𝑚𝑎𝑖𝑜𝑟𝑖𝑡𝑎𝑟𝑖𝑎𝑚𝑒𝑛𝑡𝑒, 𝑑𝑒 𝑑𝑜𝑖𝑠 𝑑𝑖𝑎𝑠. 𝐸𝑚 𝟸𝟶𝟷𝟻, 𝑜𝑠 𝑝𝑎𝑖́𝑠𝑒𝑠 𝑑𝑎 𝑂𝐶𝐷𝐸 𝑎𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑎𝑣𝑎𝑚 𝑢𝑚𝑎 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒𝑚 𝑑𝑒 𝟺𝟶%, 𝑑𝑒𝑠𝑐𝑒𝑛𝑑𝑜 𝑝𝑎𝑟𝑎 𝟷𝟾%, 𝑒𝑚 𝟸𝟶𝟷𝟾. 𝑁𝑜 𝑐𝑎𝑠𝑜 𝑝𝑜𝑟𝑡𝑢𝑔𝑢𝑒̂𝑠, 𝑎 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒𝑚 𝑓𝑜𝑖 𝑑𝑒 𝟾𝟷%, 𝑒𝑚 𝟸𝟶𝟷𝟻, 𝑛𝑎̃𝑜 𝘩𝑎𝑣𝑒𝑛𝑑𝑜 𝑣𝑎𝑙𝑜𝑟𝑒𝑠 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑢𝑎𝑖𝑠 𝑝𝑎𝑟𝑎 𝟸𝟶𝟷𝟾.

𝑉𝑎́𝑟𝑖𝑎𝑠 𝑐𝑟𝑖́𝑡𝑖𝑐𝑎𝑠 𝑠𝑎̃𝑜 𝑓𝑒𝑖𝑡𝑎𝑠 𝑎𝑜 𝑃𝐼𝑆𝐴 (𝑇𝑒𝑜𝑑𝑜𝑟𝑜, 𝟸𝟶𝟸𝟸). 𝐿𝑒𝑚𝑜𝑠 (𝟸𝟶𝟷𝟺), 𝑝𝑜𝑟 𝑒𝑥𝑒𝑚𝑝𝑙𝑜, 𝑎𝑔𝑟𝑢𝑝𝑜𝑢-𝑎𝑠 𝑒𝑚 𝑛𝑜𝑣𝑒: 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎𝑠 𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑖𝑠, 𝑡𝑟𝑎𝑑𝑢𝑐̧𝑎̃𝑜 𝑑𝑜𝑠 𝑖𝑡𝑒𝑛𝑠, 𝑝𝑟𝑜𝑐𝑒𝑠𝑠𝑜 𝑑𝑒 𝑎𝑚𝑜𝑠𝑡𝑟𝑎𝑔𝑒𝑚, 𝑖𝑛𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎 𝑝𝑒𝑙𝑜𝑠 𝑐𝑢𝑟𝑟𝑖́𝑐𝑢𝑙𝑜𝑠 𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑖𝑠, 𝑑𝑖𝑠𝑡𝑜𝑟𝑐̧𝑎̃𝑜 𝑑𝑎𝑠 𝑝𝑜𝑙𝑖́𝑡𝑖𝑐𝑎𝑠 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑎𝑠, 𝑑𝑒𝑠𝑖𝑔𝑛 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙, 𝑓𝑢𝑛𝑐𝑖𝑜𝑛𝑎𝑚𝑒𝑛𝑡𝑜 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐𝑖𝑎𝑙 𝑑𝑜𝑠 𝑖𝑡𝑒𝑛𝑠 𝑒 𝑎 𝑚𝑜𝑑𝑒𝑙𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑒𝑠𝑐𝑎𝑙𝑎𝑠, 𝑒𝑓𝑒𝑖𝑡𝑜𝑠 𝑑𝑜𝑠 𝑟𝑎𝑛𝑘𝑖𝑛𝑔𝑠 𝑛𝑜𝑠 𝑠𝑖𝑠𝑡𝑒𝑚𝑎𝑠 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑜𝑠, 𝑖𝑛𝑓𝑙𝑢𝑒̂𝑛𝑐𝑖𝑎 𝑒 𝑑𝑜𝑚𝑖𝑛𝑎𝑐̧𝑎̃𝑜 𝑑𝑎 𝑂𝐶𝐷𝐸. 𝐸𝑢 𝑎𝑐𝑟𝑒𝑠𝑐𝑒𝑛𝑡𝑎𝑟𝑖𝑎 𝑢𝑚𝑎 𝑜𝑢𝑡𝑟𝑎 𝑐𝑟𝑖́𝑡𝑖𝑐𝑎, 𝑞𝑢𝑒 𝑒́ 𝑜 𝑝𝑟𝑖𝑣𝑖𝑙𝑒𝑔𝑖𝑎𝑟-𝑠𝑒 𝑑𝑒𝑚𝑎𝑠𝑖𝑎𝑑𝑜 𝑜𝑠 𝑡𝑟𝑒̂𝑠 𝑑𝑜𝑚𝑖́𝑛𝑖𝑜𝑠 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑖𝑠 (𝑙𝑒𝑖𝑡𝑢𝑟𝑎, 𝑚𝑎𝑡𝑒𝑚𝑎́𝑡𝑖𝑐𝑎 𝑒 𝑐𝑖𝑒̂𝑛𝑐𝑖𝑎𝑠), 𝑒𝑚 𝑑𝑒𝑡𝑟𝑖𝑚𝑒𝑛𝑡𝑜 𝑑𝑒 𝑜𝑢𝑡𝑟𝑎𝑠, 𝑛𝑎̃𝑜 𝑚𝑒𝑛𝑜𝑠 𝑟𝑒𝑙𝑒𝑣𝑎𝑛𝑡𝑒𝑠, 𝑐𝑜𝑚𝑜 𝑎 𝑙𝑖𝑡𝑒𝑟𝑎𝑐𝑖𝑎 𝑓𝑖́𝑠𝑖𝑐𝑎.

Referências: Lemos, V. (2014). A influência da OCDE nas políticas públicas de educação em Portugal. Almedina. Teodoro, A. (Eds.) (2022). Critical Perspectives on PISA as a Means of Global Governance Risks, Limitations, and Humanistic Alternatives. Routledge.

* Sociólogo, Doutor em Educação Física e Desporto, Ramo Didática. Investigador Integrado do Centro de Estudos Interdisciplinares em Educação e Desenvolvimento (CeiED), da Universidade Lusófona de Lisboa.

IN "A BOLA" -19/02/22.