{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,25]],"date-time":"2025-11-25T15:37:12Z","timestamp":1764085032620,"version":"3.38.0"},"reference-count":58,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2022,1,12]],"date-time":"2022-01-12T00:00:00Z","timestamp":1641945600000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Research in Comparative and International Education"],"published-print":{"date-parts":[[2022,3]]},"abstract":"<jats:p> 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\u2019s discussion of education. Our data constitutes news and opinion articles collected after each PISA cycle\u2019s 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\u2019s 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. <\/jats:p>","DOI":"10.1177\/17454999211057753","type":"journal-article","created":{"date-parts":[[2022,1,12]],"date-time":"2022-01-12T15:20:06Z","timestamp":1642000806000},"page":"29-50","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":14,"title":["The media\u2019s role in shaping the public opinion on education: A thematic and frame analysis of externalisation to world situations in the Portuguese media"],"prefix":"10.1177","volume":"17","author":[{"given":"\u00cdris","family":"Santos","sequence":"first","affiliation":[{"name":"Faculty of Education and Culture, University of Tampere, Tampere, Finland"},{"name":"Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa, Lisboa, Portugal"}]},{"given":"Lu\u00eds Miguel","family":"Carvalho","sequence":"additional","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa, Lisboa, Portugal"}]},{"given":"Benedita","family":"Portugal e Melo","sequence":"additional","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa, Lisboa, Portugal"}]}],"member":"179","published-online":{"date-parts":[[2022,1,12]]},"reference":[{"volume-title":"Use and Circulation of OECD\u2019s \u2018Programme for International Student Assessment\u2019 (PISA) in Portugal. 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