Abstract:

One of the current issues in science education refers to curriculum changes and the centrality and decentralization of school management. In particular, curricular autonomy has been gaining attention from educators and researchers, as it is considered a fundamental element for changes in pedagogical practices. The recent approval of the Common Basic National Curriculum (CBNC) has generated discussions that call into question the curricular immobilization at the national level. This study aims to analyze the relationship between the degree of curricular autonomy in schools and student performance in PISA 2015. We used the multilevel regression method applied to microdata for Brazil. The results indicate that there is no clear evidence that curricular autonomy is associated with student performance in PISA. As expressed by the results, there must be aspects that are more relevant to understanding student performance, such as gender and socioeconomic inequalities. This study contributes to discussions about curricular control and autonomy present in science education.

Keywords:
Curriculum flexibility; Programme for International Student Assessment; Scientific literacy; Student evaluation; External student evaluation