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The OECD's PISA tests currently represent a point of reference when it comes to evaluating education systems. This international test arouses great interest and debate not only in public opinion, but also in the academic field, from where research is published in various areas of study. For this reason, the purpose of this article is to analyze the trends in the literature on the PISA tests to determine how it has been approached in the last 21 years in research journal articles. The method used consisted of a bibliographic review from the Scopus database, which is complemented by an analysis of bibliometric networks where the co-occurrence of words, the journals with the greatest impact, and a study of the most cited authors and documents are analyzed. The result of this text is that, on the one hand, the articles are framed mainly in methodological aspects, the impact and the results of the tests, and on the other, that the articles on PISA deal mostly with studies and research from European countries, with low incidence in investigations of Latin American countries. [ABSTRACT FROM AUTHOR]

The study analyzes articles, dissertations and Brazilian theses about (in) school discipline. The information collection was carried out in the electronic bases of Google Academic and of the database of Capes, totaling 105 productions in the period 1998-2016. The abstracts of these productions were processed by the software ALCESTE and SIMI. The first one issued a report dividing the textual corpus into lexicographic classes, and the second organized the keywords graphically. The information processed by the software was interpreted by the content analysis (BARDIN, 2011). The results indicated: a) theoretical-methodological plurality; b) multiplicity of meanings attributed to (in) school discipline; c) small samples of investigated subjects; d) methodological aspects with insufficient and inaccurate descriptions; e) allusion to pedagogical aspects restricted to the context of the classroom. [ABSTRACT FROM AUTHOR]