ABSTRACT:
The panorama currently experienced by teachers is permeated by large-scale assessments. The objective of the present work is to present, through national and international journals, possible demands and / or considerations for the area of Science Education, with the advent of large scale evaluations. For the accomplishment of this research, we consulted the periodicals that attend the Science Education in the Periodic Qualis of CAPES Brazil, focusing on scientific literacy and its relation with the evaluations in large scale. The results point to the predominance of discussions about PISA and, through analysis of the repercussion of the results of such program, we conclude that there is a need for research that involves discussing the impact of these assessments on the teaching of science in important topics such as: content approach, teachers education, public policies for teaching science, generating curricula and public understanding of science.
Keywords:
Science Education; Large-scale assessment; Bibliography.
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