LAUSR

This article uses thematisation theory (Luhmann, 1996; Pissarra Esteves, 2016) and frame analysis (Entman, 1993) to analyse externalisations to world situations (Schriewer, 1990) in the Portuguese print media’s discussion of education. Our data constitutes news and opinion articles collected after each PISA cycle’s results was published. The analysis demonstrates that the education themes discussed in the media between 2001 and 2017 are consistent, despite occasionally being discussed more intensively, frequently following the themes highlighted by PISA reports and OECD media communications. The frames used for these themes are more diverse, changing according to the speaker’s agenda and viewpoints. Externalisations (frequently PISA, OECD, and other participants in the survey) serve as sources of authority that help in thematising and framing education. This process works as a mechanism of double reduction for the complexity of the social world, narrowing the possibilities of how education is seen and interpreted by the public.