SCIENTIFIC LITERACY FROM THE PERSPECTIVE OF PISA (2006 AND 2015): BRAZIL´S POSITION IN THIS RANKING
Education; Scientific Literacy; PISA; Science teaching.
“Scientific Literacy from the perspective of PISA (2006 and 2015): Brazil's position in this ranking” is the subject of this study. Its general objective is to analyze the Scientific Literacy expressed in PISA data (2006 and 2015) from countries in Latin America, Europe, Asia, Africa and North America, as well as in the states of Rio Grande do Norte (RN) and the Federal District ( DF) from Brazil. The theoretical foundation is based on authors such as Dantas (2019), Muri (2017), Luckesi (2011, 2020), Freitas et al (2009), Fini (2009), Sacristán (2011), Sousa and Ferreira (2019), Saviani (2020), Libâneo (2020), Rosa (2005) among others. In terms of methodology, bibliographical and documental research is carried out based on analyzes in articles on the different PISA Platforms and reports (2006 and 2015). The results express the practices aligned with the orientation studied, in order to use them as subsidy for carrying out future research in public schools in the state of RN and DF. Studies show few findings, both worldwide and locally, regarding scientific literacy from the perspective of PISA. The conclusions indicate the need for further investigation of this topic to seek consolidated studies on the subject. A finding that drew attention was the low rate of learning related to “collaborative problem solving” and “Financial education”. The latter is valued only in one country on the Asian continent and in another in North America, which we assume is due to the high level of development in these countries.