La littéracie dans PISA : entre essentialisation du réel et mobilisation diffuse de contenus disciplinaires

Abstract

The aim of this article is to analyse use of literacy concept in the Programme for International Student Assessment (PISA) conducted by the Organisation for Economic Co-operation and Development (OECD) since 2000. With a didactic framework refered to Bain (2003), we first study the conceptual approach of this notion and it implementation on few examples of items in mathematical literacy domain. We show variability of literacy conception in this survey and the lack of information about the mathematical knowledge and competencies assessed. Then, our results show that PISA design built from "literacy" gives to "real-life situations" a role in knowledge contents definition and estimation of the validity students answers.