Qualidade educacional e trabalho docente: uma análise comparativa de seis países da América do Sul a partir do Pisa 2022

Talita Emidio Andrade Soares; Denilson Junio Marques Soares; Wagner dos Santos

doi:10.47236/2594-7036.2026.v10.1992

Authors

Talita Emidio Andrade Soares Federal Institute of Minas Gerais https://orcid.org/0000-0003-2692-4941
Denilson Junio Marques Soares Institute of Minas Gerais https://orcid.org/0000-0003-3075-3532
Wagner dos Santos Federal University of Espírito Santo https://orcid.org/0000-0002-9216-7291

DOI:

https://doi.org/10.47236/2594-7036.2026.v10.1992

Keywords:

Contextual questionnaires, Educational assessment, Educational quality, Pisa, Teaching work

Abstract

The Programme for International Student Assessment (Pisa) constitutes one of the main international instruments for educational comparison, articulating cognitive tests and contextual questionnaires aimed at analyzing factors associated with the quality of education systems. This study aims to identify, describe and compare the intensity with which six South American countries — Argentina, Brazil, Chile, Colombia, Peru and Uruguay — adopt measures to ensure and improve educational quality, based on the analysis of item SC037 of the school contextual questionnaire of Pisa 2022 (OECD, 2022). A quantitative approach of an exploratory nature is adopted, guided by the evidential paradigm, employing descriptive statistics, the Chi-Square Test of Independence, Cramér’s V and Adjusted Standardized Residuals. The results indicate statistically significant differences among the countries in all the measures analyzed, with predominantly weak to moderate associations. The largest effect sizes are concentrated in teacher counselling and in the systematic recording of administrative data and teacher professional development, revealing distinct patterns of incorporation of these measures and diverse arrangements of educational governance. It is concluded that the mechanisms analyzed privilege dimensions of teachers’ work that are amenable to formalization and measurement, while more processual and relational aspects of teaching remain insufficiently captured by formal instruments for evaluating educational quality.

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Author Biographies

Talita Emidio Andrade Soares, Federal Institute of Minas Gerais

Master’s degree holder and PhD candidate in Education at the Federal University of Espírito Santo. Professor in Basic, Technical and Technological Education in the field of Mathematics at the Advanced Campus Piumhi of the Federal Institute of Minas Gerais. Piumhi, Minas Gerais, Brazil. Email address: talita.soares@ifmg.edu.br. ORCID: https://orcid.org/0000-0003-2692-4941. Lattes Curriculum: http://lattes.cnpq.br/0130349523076322.

Denilson Junio Marques Soares, Institute of Minas Gerais

PhD in Education from the Federal University of Espírito Santo. Professor in Basic, Technical and Technological Education in the field of Mathematics at the Ouro Preto Campus of the Federal Institute of Minas Gerais. Ouro Preto, Minas Gerais, Brazil. Email address: denilson.marques@ifmg.edu.br. ORCID: https://orcid.org/0000-0003-3075-3532. Lattes Curriculum: http://lattes.cnpq.br/1813099481556666.

Wagner dos Santos, Federal University of Espírito Santo

PhD in Education from the Federal University of Espírito Santo. Associate Professor at the Federal University of Espírito Santo, currently serving as Director of Graduate Studies at the Office of the Pro-Rector for Research and Graduate Studies of the Federal University of Espírito Santo. Vitória, Espírito Santo, Brazil. Email address: wagner.santos@ufes.br. ORCID: https://orcid.org/0000-0002-9216-7291. Lattes Curriculum: http://lattes.cnpq.br/9611663248753416.

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