A comparative analysis of Brazil and France in the PISA-OECD results on creative thinking for Sociological Education
DOI:
https://doi.org/10.5281/zenodo.17229527Keywords:
critical thinking, sociological teaching, OECD PISA, Brazil, France, Comparative analysisAbstract
The OECD’s PISA 2022 creative thinking assessment offers a novel lens to compare national educational philosophies. This paper comparatively analyses Brazil and France to identify Brazil’s unique strengths. Findings reveal that Brazilian students demonstrate significant advantages in iterative-critical skills ("evaluating and improving ideas"), visual expression, and greater creative resilience among socio-economically disadvantaged students. These aptitudes are linked to a lower prevalence of a “fixed mindset” and remarkably high educational aspirations. Drawing on theories from Bourdieu, Freire, and Mills, we argue these findings signify a distinct “pedagogy of resilience” in Brazil, which contrasts with France’s model of integrated academic capital. This study contributes a sociological reinterpretation of PISA data, challenging monolithic definitions of creativity and highlighting the value of culturally specific pedagogical assets.
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