<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982022000100143</article-id>
<article-id pub-id-type="doi">10.1590/0102-469835153</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS RELAÇÕES ENTRE O PISA E O MOVIMENTO STEM EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS RELACIONES ENTRE PISA Y EL MOVIMIENTO STEM EDUCATION EN BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONNECTIONS BETWEEN THE PISA AND THE STEM EDUCATION MOVEMENT IN BRAZIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PUGLIESE]]></surname>
<given-names><![CDATA[GUSTAVO OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[VINICIO DE MACEDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, exploramos o fato de que, muito além de efeitos evidentes como o ranqueamento dos sistemas educacionais e a construção de países-modelo, as narrativas construídas pelo PISA (Programme for International Student Assessment) também sustentam indiretamente o surgimento de tendências educacionais como o movimento STEM education (Science, Technology, Engineering and Mathematics), o qual tem ocupado significativo espaço na agenda educacional brasileira e já faz parte de políticas de governo. Partindo do referencial teórico em sociologia da educação, analisamos como os argumentos construídos em torno do STEM education, não por acaso, são muito próximos das perspectivas da OCDE (Organização para a Cooperação e Desenvolvimento Econômico): a solução para os desafios da economia através da educação, jogando a conta dos sucessos (e fracassos) econômicos para a escola e para o professor. Estabelecemos uma análise crítica sobre o modo pelo qual o STEM education tem sido apresentado como uma solução universal, respaldada por ser uma tendência importada especialmente dos Estados Unidos, e dado como uma norma no Brasil. Observamos que o movimento STEM é um produto das práticas globalizantes, é um subproduto das políticas de desempenho e competividade que a OCDE determina nos sistemas educacionais mundo afora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, exploramos el hecho de que, más allá de los efectos evidentes como la clasificación de los sistemas educativos y la construcción de países modelo, las narrativas construidas por el PISA (Programa para la Evaluación Internacional de los Alumnos) también apoyan indirectamente el surgimiento de tendencias educativas como el movimiento de educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas), que ha ocupado un espacio importante en la agenda educativa brasileña y ya forma parte de las políticas gubernamentales. Partiendo del marco teórico de la sociología de la educación, analizamos cómo los argumentos construidos en torno a la educación STEM, no por casualidad, son muy cercanos a las perspectivas de la OCDE (Organización para la Cooperación y el Desarrollo Económico): la solución a los retos de la economía a través de la educación, arrojando la cuenta de los éxitos (y fracasos) económicos a la escuela y al profesor. Establecemos un análisis crítico de la forma en que la educación STEM se ha presentado como una solución universal, respaldada por ser una tendencia importada especialmente de los Estados Unidos, y dada como norma en Brasil. Observamos que el movimiento STEM es un producto de las prácticas globalizadoras, un subproducto de las políticas de rendimiento y competitividad que la OCDE determina en los sistemas educativos de todo el mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this article, we explore the fact that, far beyond obvious effects such as the ranking of educational systems and the construction of model countries, the narratives built by PISA also indirectly support the emergence of technicist educational trends such as the STEM education movement (Science, Technology, Engineering and Mathematics), which has occupied significant space in the Brazilian educational agenda and is already part of government policies. Based on the theoretical reference in sociology of education, we analyze how the arguments built around STEM education, not by chance, similar to OECD perspectives: the solution to the challenges of the economy through education, throwing the bill of economic successes (and failures) to the school and the teacher. We have established a critical analysis of how STEM education has been presented as a universal solution, supported by being a trend imported especially from the United States, and given as a norm in Brazil. We have observed that the STEM movement is a product of globalizing practices, a byproduct of the performance and competitiveness policies that the OECD establishes on education systems worldwide.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[STEM education]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação internacional]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Políticas de educação]]></kwd>
<kwd lng="es"><![CDATA[Educación STEM]]></kwd>
<kwd lng="es"><![CDATA[Evaluación internacional]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Políticas educacionales]]></kwd>
<kwd lng="en"><![CDATA[STEM education]]></kwd>
<kwd lng="en"><![CDATA[International Assessment]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ADDEY]]></surname>
<given-names><![CDATA[Camilla]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Golden relics &amp; historical standards: how the OECD is expanding global education governance through PISA for Development]]></article-title>
<source><![CDATA[Critical Studies in Education]]></source>
<year>2017</year>
<volume>58</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>311-25</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ANDREWS]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[ATKINSON]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[S. J]]></given-names>
</name>
<name>
<surname><![CDATA[BARBER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[BECKETT]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[BERARDI]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[BOUDET]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[OECD and PISA tests are damaging education worldwide-academics]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[APPLE]]></surname>
<given-names><![CDATA[Michael W]]></given-names>
</name>
</person-group>
<source><![CDATA[Política cultural e educação]]></source>
<year>2000</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ARROYO]]></surname>
<given-names><![CDATA[Miguel G]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículo, território em disputa]]></source>
<year>2014</year>
<publisher-name><![CDATA[Editora Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AULER]]></surname>
<given-names><![CDATA[Décio]]></given-names>
</name>
<name>
<surname><![CDATA[DELIZOICOV]]></surname>
<given-names><![CDATA[Demétrio]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação CTS: Articulação entre pressupostos do educador brasileiro Paulo Freire e referenciais ligados ao movimento CTS]]></source>
<year>2006</year>
<conf-name><![CDATA[ VEncontro iberoamericano sobre Las Relaciones CTS en la Educación Científica]]></conf-name>
<conf-loc> </conf-loc>
<page-range>01-9</page-range><publisher-loc><![CDATA[Málaga ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Universidade de Málaga]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AVELAR]]></surname>
<given-names><![CDATA[Marina]]></given-names>
</name>
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mapping new philanthropy and the heterarchical state: The Mobilization for the National Learning Standards in Brazil.]]></article-title>
<source><![CDATA[International Journal of Educational Development]]></source>
<year>2019</year>
<volume>64</volume>
<page-range>65-73</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diretrizes políticas globais e relações políticas locais em educação]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>2001</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>99-116</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Performatividade, privatização e o pós-Estado do bem-estar]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2006</year>
<volume>25</volume>
<numero>89</numero>
<issue>89</issue>
<page-range>1105-26</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profissionalismo, gerencialismo e performatividade]]></article-title>
<source><![CDATA[Cad. Pesquisa]]></source>
<year>2005</year>
<volume>35</volume>
<numero>126</numero>
<issue>126</issue>
<page-range>539-64</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<source><![CDATA[The education debate]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Bristol ]]></publisher-loc>
<publisher-name><![CDATA[Policy Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Subjectivity as a site of struggle: refusing neoliberalism?]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>2016</year>
<volume>37</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1129-46</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J.]]></given-names>
</name>
<name>
<surname><![CDATA[JUNEMANN]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<name>
<surname><![CDATA[SANTORI]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
</person-group>
<source><![CDATA[Edu.net: Globalisation and education policy mobility]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BENCZE]]></surname>
<given-names><![CDATA[Larry]]></given-names>
</name>
<name>
<surname><![CDATA[REISS]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
<name>
<surname><![CDATA[SHARMA]]></surname>
<given-names><![CDATA[Ajay]]></given-names>
</name>
<name>
<surname><![CDATA[WEINSTEIN]]></surname>
<given-names><![CDATA[Matthew]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["STEM education as &#8220;Trojan horse&#8221;: Deconstructed and reinvented for all."]]></article-title>
<source><![CDATA[Bryan, L and Tobin, K, (eds.) 13 Questions: Reframing Education's Conversation: Science]]></source>
<year>2018</year>
<page-range>69-87</page-range><publisher-loc><![CDATA[New York, NY, USA ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLACKLEY]]></surname>
<given-names><![CDATA[Susan]]></given-names>
</name>
<name>
<surname><![CDATA[HOWELL]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Stem Narrative: 15 Years in the Making]]></article-title>
<source><![CDATA[Australian Journal of Teacher Education]]></source>
<year>2015</year>
<volume>40</volume>
<numero>7</numero>
<issue>7</issue>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[Helena]]></given-names>
</name>
</person-group>
<source><![CDATA[Conheça os bilionários convidados para &#8220;reformar&#8221; a educação brasileira de acordo com sua ideologia]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação</collab>
<source><![CDATA[Guia de Implementação do Novo Ensino Médio]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Ministério da Educação e Conselho Nacional de Secretários de Educação ]]></publisher-loc>
<publisher-name><![CDATA[Brasília]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BREAKSPEAR]]></surname>
<given-names><![CDATA[Simon]]></given-names>
</name>
</person-group>
<source><![CDATA[The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance]]></source>
<year>2012</year>
<volume>71</volume>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[OECD Education Working Papers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALAIS]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[ANDRADE]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[AGUIAR]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Quanto custa estudar em 28 das escolas mais caras do Brasil em 2021]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Forbes Brasil ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CANNADY]]></surname>
<given-names><![CDATA[Matthew A.]]></given-names>
</name>
<name>
<surname><![CDATA[GREENWALD]]></surname>
<given-names><![CDATA[Eric]]></given-names>
</name>
<name>
<surname><![CDATA[HARRIS]]></surname>
<given-names><![CDATA[Kimberly. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problematizing the STEM Pipeline Metaphor: Is the STEM Pipeline Metaphor Serving Our Students and the STEM Workforce?]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2014</year>
<volume>98</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>443-60</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<collab>CIEB</collab>
<source><![CDATA[Mapeamento Edtech 2O2O: investigação sobre as tecnologias educacionais brasileiras]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FANIZZI]]></surname>
<given-names><![CDATA[Suely]]></given-names>
</name>
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Vinicio Macedo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas públicas de formação continuada de professores dos anos iniciais em Matemática]]></article-title>
<source><![CDATA[Zetetiké]]></source>
<year>2017</year>
<volume>25</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FADEL]]></surname>
<given-names><![CDATA[Charles]]></given-names>
</name>
<name>
<surname><![CDATA[BIALIK]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[TRILLING]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação em quatro dimensões: as competências que os estudantes devem ter para atingir o sucesso]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FEINSTEIN]]></surname>
<given-names><![CDATA[Noah Weeht]]></given-names>
</name>
<name>
<surname><![CDATA[KIRCHGASLER]]></surname>
<given-names><![CDATA[Kathrin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2015</year>
<volume>99</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>121-44</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<collab>FNDE</collab>
<source><![CDATA[Edital PNLD 2021]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia da autonomia: saberes necessários à prática educativa]]></source>
<year>2011</year>
<edition>43. ed.</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRIEDMAN]]></surname>
<given-names><![CDATA[Thomas L]]></given-names>
</name>
</person-group>
<source><![CDATA[The world is flat. A brief history of the twenty-first century]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Farrar, Straus and Giroux]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALIAN]]></surname>
<given-names><![CDATA[Claudia Valentina]]></given-names>
</name>
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Vinicio de Macedo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Concepções em disputa nos debates sobre a BNCC: educação, escola, professor e conhecimento.]]></article-title>
<source><![CDATA[Currículos de matemática em debate: questões para políticas educacionais e para a pesquisa em educação matemática]]></source>
<year>2018</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora Livraria da Física]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GODOY]]></surname>
<given-names><![CDATA[Elenilton Vieira]]></given-names>
</name>
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Vinício de Macedo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O Currículo da Matemática escolar e a centralidade da dimensão cultural Educação Matemática Pesquisa]]></article-title>
<source><![CDATA[Revista do Programa de Estudos Pós-Graduados em Educação Matemática]]></source>
<year>2017</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOLDSTEIN]]></surname>
<given-names><![CDATA[Harvey]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measurement and Evaluation Issues With PISA]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<page-range>49-58</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GORUR]]></surname>
<given-names><![CDATA[Radhika]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Seeing like PISA: A cautionary tale about the performativity of international assessments]]></article-title>
<source><![CDATA[European Educational Research Journal]]></source>
<year>2016</year>
<volume>15</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>598-616</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GORUR]]></surname>
<given-names><![CDATA[Radhika]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Seeing like PISA. Toward Productive Critique in Large-Scale Comparisons in Education]]></article-title>
<source><![CDATA[Critical Studies in Education]]></source>
<year>2017</year>
<volume>58</volume>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GORUR]]></surname>
<given-names><![CDATA[Radhika.]]></given-names>
</name>
<name>
<surname><![CDATA[HAMILTON]]></surname>
<given-names><![CDATA[Mary]]></given-names>
</name>
<name>
<surname><![CDATA[LUNDAHL]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<name>
<surname><![CDATA[SJÖDIN]]></surname>
<given-names><![CDATA[Elin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Politics by other means? STS and research in education]]></article-title>
<source><![CDATA[Discourse: Studies in the Cultural Politics of Education]]></source>
<year>2019</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUNTER]]></surname>
<given-names><![CDATA[Helen. M.]]></given-names>
</name>
<name>
<surname><![CDATA[HALL]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<name>
<surname><![CDATA[MILLS]]></surname>
<given-names><![CDATA[Colin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Consultants, consultancy and consultocracy in education policymaking]]></article-title>
<source><![CDATA[England, Journal of Education Policy]]></source>
<year>2015</year>
<volume>30</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>518-39</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOEG]]></surname>
<given-names><![CDATA[Darren G.]]></given-names>
</name>
<name>
<surname><![CDATA[BENCZE]]></surname>
<given-names><![CDATA[John. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2017</year>
<volume>101</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>278-301</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOLLOWAY]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
<name>
<surname><![CDATA[BRASS]]></surname>
<given-names><![CDATA[Jory]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Making accountable teachers: the terrors and pleasures of performativity]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2017</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>361-82</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="">
<collab>INSTITUTO AYRTON SENNA</collab>
<source><![CDATA[Instituto Ayrton Senna assina parcerias com Singapura e Finlândia. Instituto Ayrton Senna, 21 de maio de 2018.]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KOMATSU]]></surname>
<given-names><![CDATA[Hiraku.]]></given-names>
</name>
<name>
<surname><![CDATA[RAPPLEYE]]></surname>
<given-names><![CDATA[Jeremy]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth]]></article-title>
<source><![CDATA[Comparative Education]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEWIS]]></surname>
<given-names><![CDATA[Steven]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Governing schooling through &#8216;what works&#8217;: the OECD&#8217;s PISA for Schools]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2014</year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>281-302</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="">
<collab>LEMANN CENTER FOR EDUCATIONAL ENTREPRENEURSHIP AND INNOVATION IN BRAZIL</collab>
<source><![CDATA[About. Lemann Center for Educational Entrepreneurship and Innovation in Brazil]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LINGARD]]></surname>
<given-names><![CDATA[Bob]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rationales for and reception of the OECD's PISA]]></article-title>
<source><![CDATA[Educ. Soc.]]></source>
<year>2016</year>
<month>a</month>
<volume>37</volume>
<numero>136</numero>
<issue>136</issue>
<page-range>609-27</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[Alice Casemiro]]></given-names>
</name>
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<source><![CDATA[Teorias de currículo]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A noção de crise e a legitimação de discursos curriculares]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>2013</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>436-50</page-range><publisher-loc><![CDATA[Pelotas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Base nacional curricular comum: novas formas de sociabilidade produzindo sentidos para educação]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year>2014</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1530-55</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Por uma leitura topológica das políticas curriculares]]></article-title>
<source><![CDATA[Arquivos Analíticos de Políticas Educativas]]></source>
<year>2016</year>
<volume>24</volume>
<numero>26</numero>
<issue>26</issue>
<page-range>1-23</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MASTERS]]></surname>
<given-names><![CDATA[G. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using PISA to Monitor Trends and Evaluate Reforms in Australia]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<page-range>17-31</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Com mensalidades de até R$ 10 mil, mercado de colégios de elite avança]]></article-title>
<source><![CDATA[Folha de São Paulo]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MENDICK]]></surname>
<given-names><![CDATA[Heather]]></given-names>
</name>
<name>
<surname><![CDATA[BERGE]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<name>
<surname><![CDATA[DANIELSSON]]></surname>
<given-names><![CDATA[Anna]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Critique of the Stem Pipeline: Young People&#8217;s Identities in Sweden and Science Education Policy]]></article-title>
<source><![CDATA[British Journal of Educational Studies]]></source>
<year>2017</year>
<volume>65</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>481-97</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORGAN]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problematizing the Expansion of PISA&#8217;s Explanatory Power]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<page-range>17-31</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="book">
<collab>NATIONAL ACADEMIES PRESS</collab>
<source><![CDATA[Rising above the Gathering Storm]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Washington, D.C. ]]></publisher-loc>
<publisher-name><![CDATA[National Academies Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Vinicius]]></given-names>
</name>
</person-group>
<source><![CDATA[Grupo Ânima firma parceria com a Finlândia para formar professores. Porvir: inovações em educação, 2 de out. de 2017]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[PISA 2018: Insights and Interpretations]]></source>
<year>2019</year>
<publisher-name><![CDATA[OECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PONS]]></surname>
<given-names><![CDATA[Xavier]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fifteen years of research on PISA effects on education governance: A critical review]]></article-title>
<source><![CDATA[European Journal of Education.]]></source>
<year>2017</year>
<volume>52</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PUGLIESE]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[STEM education - um panorama e sua relação com a educação brasileira]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>2020</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>209-32</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PUGLIESE]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
</person-group>
<source><![CDATA[STEM education no contexto das reformas educacionais: os efeitos das políticas de educação globalizantes no currículo e na profissionalização docente]]></source>
<year>2021</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Educação, Universidade de São Paulo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Wildson Luiz Pereira]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contextualização no Ensino de Ciências por Meio de Temas Cts em uma Perspectiva Crítica]]></article-title>
<source><![CDATA[Ciência &amp; Ensino]]></source>
<year>2007</year>
<volume>1</volume>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Sheyla]]></given-names>
</name>
</person-group>
<source><![CDATA[Eleva, de Lemann, e Cogna, dono das marcas Anglo e Pitágoras, fazem acordo bilionário]]></source>
<year>2021</year>
<publisher-name><![CDATA[Folha de São Paulo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SALTMAN]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A &#8220;corporatização&#8221; e o controle das escolas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Apple]]></surname>
<given-names><![CDATA[M. W]]></given-names>
</name>
<name>
<surname><![CDATA[AU]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[GANDIN]]></surname>
<given-names><![CDATA[L. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação Crítica: Análise Internacional]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SÄLZER]]></surname>
<given-names><![CDATA[Christine]]></given-names>
</name>
<name>
<surname><![CDATA[PRENZEL]]></surname>
<given-names><![CDATA[Manfred]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Policy Implications of PISA in Germany: The Case of Teacher Education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<page-range>109-25</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAURA]]></surname>
<given-names><![CDATA[Geo]]></given-names>
</name>
</person-group>
<source><![CDATA[Saving the world through neoliberalism: philanthropic policy networks in the context of Spanish education, Critical Studies in Education]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCIAUDONE]]></surname>
<given-names><![CDATA[Christiana]]></given-names>
</name>
</person-group>
<source><![CDATA[Escola privada de NY chega para sacudir colégios da elite de SP - 23/04/2018 - UOL Educação]]></source>
<year>2018</year>
<publisher-name><![CDATA[Uol Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SELLAR]]></surname>
<given-names><![CDATA[Sam]]></given-names>
</name>
<name>
<surname><![CDATA[LINGARD]]></surname>
<given-names><![CDATA[Bob]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The OECD and global governance in education]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2013</year>
<volume>28</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>710-25</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="">
<source><![CDATA[SILICON VALLEY BRASIL. SILICON VALLEY BRASIL]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="">
<source><![CDATA[STHEM Brasil]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STEINER-KHAMSI]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[WALDOW]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[PISA for scandalisation, PISA for projection: the use of international large-scale assessments in education policy making - an introduction]]></article-title>
<source><![CDATA[Globalisation, Societies and Education]]></source>
<year>2018</year>
<volume>16</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>557-65</page-range></nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SVINTH]]></surname>
<given-names><![CDATA[Lone]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Leaky pipeline&#8221; - to be or not to be a useful metaphor in understanding why women to a disproportional degree exit from scientific careers]]></article-title>
<source><![CDATA[6th European Gender Research Conference]]></source>
<year>2006</year>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TAN]]></surname>
<given-names><![CDATA[Charlene]]></given-names>
</name>
<name>
<surname><![CDATA[REYES]]></surname>
<given-names><![CDATA[Vicente Chua]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Shanghai-China and the Emergence of a Global Reference Society]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<page-range>61-76</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TAUBMAN]]></surname>
<given-names><![CDATA[Peter Maas]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching by numbers: Deconstructing the discourse of standards and accountability in education]]></source>
<year>2010</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TARLAU]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[MOELLER]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O consenso por Filantropia. Como uma fundação privada estabeleceu a BNCC no Brasil]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>2020</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>553-603</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THRUPP]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[A vernacular response: The impact of PISA and the OECD on New Zealand education]]></source>
<year>2018</year>
<page-range>189-200</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VERGER]]></surname>
<given-names><![CDATA[Antoni]]></given-names>
</name>
<name>
<surname><![CDATA[PARCERISA]]></surname>
<given-names><![CDATA[Lluis]]></given-names>
</name>
<name>
<surname><![CDATA[FONTDEVILA]]></surname>
<given-names><![CDATA[Clara]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms]]></article-title>
<source><![CDATA[Educational Review]]></source>
<year>2019</year>
<volume>71</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-30</page-range></nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VISEU]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Luis Miguel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Think Tanks, Policy Networks and Education Governance: The Emergence of New Intra-national Spaces of Policy in Portugal]]></article-title>
<source><![CDATA[Education Policy Analysis Archives]]></source>
<year>2018</year>
<volume>26</volume>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VOLANTE]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B73">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VOLANTE]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<name>
<surname><![CDATA[FAZIO]]></surname>
<given-names><![CDATA[Xavier]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[PISA, Policy, and Global Educational Governance]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Volante]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[The PISA Effect on Global Educational Governance]]></source>
<year>2018</year>
<page-range>3-16</page-range><publisher-loc><![CDATA[Nova York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B74">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WONG]]></surname>
<given-names><![CDATA[Vicky]]></given-names>
</name>
<name>
<surname><![CDATA[DILLON]]></surname>
<given-names><![CDATA[Justin]]></given-names>
</name>
<name>
<surname><![CDATA[KING]]></surname>
<given-names><![CDATA[Heather]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[STEM in England: meanings and motivations in the policy arena]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2016</year>
<volume>38</volume>
<numero>15</numero>
<issue>15</issue>
<page-range>2346-66</page-range></nlm-citation>
</ref>
<ref id="B75">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEIDLER]]></surname>
<given-names><![CDATA[Dana L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response]]></article-title>
<source><![CDATA[Cultural Studies of Science Education]]></source>
<year>2016</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
