Reflecting on brazilian higher education (critical) internationalization
This study offers a space to think about the internationalization of Brazilian higher education institutions in a more critical way based on a meta-analysis of the studies of a research group that addresses issues such as internationalization programs, language policies and internationalization in t...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista Internacional de Educação Superior |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8655312 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8655312 |
| Access Level: | acceso abierto |
| Palabra clave: | Internationalization Language policies Critical internationalization Higher education. Internacionalización Políticas lingísticas Internacionalización crítica Enseñanza superior. Internacionalização Políticas linguísticas Internacionalização crítica Ensino superior. |
| Sumario: | This study offers a space to think about the internationalization of Brazilian higher education institutions in a more critical way based on a meta-analysis of the studies of a research group that addresses issues such as internationalization programs, language policies and internationalization in that context. Findings of the meta-analysis suggest a gap (and mismatch) of principles and policies to critically guide the process of internationalization in Brazil. This study approaches critical internationalization considering the role of language and internationalization programs and policies, as well as the recognition of the commodification of education and the means of counteracting it. Therefore, it is suggested the deconstruction of the hierarchical imaginary of intellectual and cultural domination, and the solidary interaction among the institutions of the peripheral countries to strengthen the understanding of higher education as a public good. |
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