<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412020000100122</article-id>
<article-id pub-id-type="doi">10.24320/redie.2020.22.e22.2673</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PISA: el precio pedagógico de una evaluación internacional]]></article-title>
<article-title xml:lang="en"><![CDATA[PISA: the Pedagogical Price of an International Evaluation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanz Ponce]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano Sarmiento]]></surname>
<given-names><![CDATA[Ángela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Bertolín]]></surname>
<given-names><![CDATA[Aurelio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Valencia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412020000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412020000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412020000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es comprobar si el &#8220;mal uso&#8221; de los resultados PISA tiene consecuencias perversas para el sistema educativo y sus docentes. Para ello se empleó la metodología hermenéutica mediante la reflexión de indicadores extraídos del análisis de datos. Entre los resultados obtenidos se observó una mejora constante del estudiantado español en Matemáticas, Ciencias y Comprensión lectora en las diferentes evaluaciones 2006-2016, pero también se detectó cómo el sistema educativo se ha transformado y adaptado a las necesidades y solicitudes de PISA, independientemente de las necesidades de los alumnos. Como conclusiones se evidencia que PISA orienta las políticas educativas; que los medios y los políticos distorsionan la realidad de los resultados y sitúan en la diana al docente; que la creatividad, innovación, diversidad, educación en valores y desarrollo de capacidades quedan relegadas; que el currículum y el horario priorizan ciertas asignaturas y que la equidad se resquebraja, generando fractura social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to determine whether the &#8220;misuse&#8221; of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvement among Spanish students in mathematics, science, and reading comprehension in different evaluations from 2006 to 2016, but the research also identified how the education system has changed and adapted based on the needs and requests of PISA, regardless of the needs of the students themselves. In conclusion, this study shows that PISA informs education policy; the media and politicians distort the reality of results while targeting teachers; creativity, innovation, diversity, values education, and capacity building are being left behind; the school curriculum and schedules prioritize certain subjects; and equity is falling apart, leading to social divisions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[sistema educativo]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="en"><![CDATA[education system]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
</kwd-group>
</article-meta>
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