Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8658308
Pablo Pereira, M. Heinzle
EnglishThis qualitative research, guided by the Weberian comprehensive method, aimed to understand the teacher's role in the internationalization process in thePostgraduatePrograms of a municipal public institution of higher education. We seek to characterize the actions of teachers, as well as apprehend their reasons, in the internationalization process. Regarding the theoretical framework, the studies of Knight, Sanderson, among others, supported the analysis of the empirical material. Regarding the instruments for data generation and research sources, we conducted analysis of documents from public archives and semi-structured interviews with four teachers linked to the institution. The results indicated, in the teachers' performance, intellectual production, academic-scientific exchange, intercultural management,and internationalization of the curriculum, as types of rational action in purpose and values. Therefore, we understand that the role of postgraduate teachers is shaped by their cosmopolitan role in the process of intra-institutional internationalization. EnglishEsta investigacion cualitativa, guiada por el metodo integral weberiano, tenia como objetivo comprender el papel del docente en el proceso de internacionalizacion enlos Programas de Posgraduacionde una institucion publica municipal de educacion superior. Para ello, buscamos caracterizar las acciones de los docentes, asi como comprender sus razones, en el proceso de internacionalizacion. Con respecto al marco teorico, los estudios de Knight, Sanderson, entre otros, respaldaron el analisis del material empirico. Con respecto a los instrumentos para la generacion de datos y fuentes de investigacion, realizamos analisis de documentos de archivos publicos y entrevistas semiestructuradas con cuatro docentes vinculados a la institucion. Los resultados indicaron, en el desempeno de los docentes, la produccion intelectual, el intercambio academico-cientifico, la gestion intercultural y la internacionalizacion del curriculo, como tipos de accion racional en proposito y valores. En vista de esto, entendemos que el papel de los docentes de posgrado esta conformado por su papel cosmopolita en el proceso de internacionalizacion intrainstitucional.
本定性研究以韦伯综合方法为指导，旨在了解某市属公立高等教育机构研究生课程国际化过程中教师的角色。我们试图描述教师在国际化进程中的行为，并理解他们的原因。在理论框架方面，奈特、桑德森等人的研究支持了对实证材料的分析。关于数据生成和研究来源的工具，我们对公共档案中的文件进行了分析，并对与该机构有关的四位教师进行了半结构化访谈。结果表明，在教师的表现中，智力生产、学术科学交流、跨文化管理和课程国际化是目的和价值观的理性行为类型。因此，我们理解研究生教师的角色是由他们在机构内部国际化过程中的世界性角色塑造的。英语教学调查定性，指导教学方法，整合教学，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容，整合教学内容。Para ello, buscamos的特点是，作为一个共同的理解者，我们的合作，我们的国际化进程。相对于marco teorico, los studio de Knight, Sanderson, entre otros, respaldaron和材料经验分析。根据调查数据生成工具的不同，实现对企业半结构公共档案文件的分析，以及对机构档案文件的分析。结果表明，在教学过程中，学生表现出良好的素质;在教学过程中，学生表现出良好的素质;在教学过程中，学生表现出良好的素质;在教学过程中，学生表现出良好的素质;展望未来，展望未来，展望未来，展望未来，展望未来，展望未来，展望未来，展望未来，展望未来，展望未来，展望未来，展望未来。
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Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8659331
Hans de Wit, F. Leal, Lisa Unangst
espanolLa creciente inmersion de la educacion superior global en un paradigma competitivo y orientado a la economia plantea la busqueda de perspectivas de interaccion internacional dirigida explicitamente al diseno de futuros cooperativos, sostenibles y alternativos. En Brasil, los esfuerzos de internacionalizacion en educacion superior llevados a cabo por el gobierno brasileno han estado historicamente vinculados a los intereses de desarrollo del Estado. A medida que se consolidan de forma hegemonica (centrandose principalmente en la integracion de Brasil en el mercado capitalista global), las iniciativas desarrolladas por las propias instituciones de educacion superior se vuelven relevantes. En este articulo, exploramos los proyectos desarrollados por dos universidades federales brasilenas: la Universidad Federal de Santa Catarina (UFSC) y la Universidad Federal de Parana (UFPR), cuyo objetivo es integrar a los refugiados y las poblaciones desplazadas en los contextos. Educacion superior y sociedad brasilena en general. Nuestro enfoque combina analisis bibliografico y documental con entrevistas con actores clave. Con base en los resultados, enfatizamos: 1. El papel de la autonomia de las instituciones de educacion superior brasilenas para desarrollar estrategias de internacionalizacion que sean contextualmente relevantes y que busquen promover la justicia social global; 2. La importancia de vincular las actividades de extension universitaria existentes a los grupos marginados con la politica institucional de internacionalizacion, de modo que los esfuerzos de internacionalizacion no terminen suprimiendo el papel social mas directo de estas instituciones. EnglishThe increased immersion of global higher education in a competitive, economy-oriented paradigm calls for perspectives on international interaction that are explicitly aimed at shaping cooperative, sustainable, and alternative futures. In Brazil, higher education internationalization efforts driven by the Brazilian government have historically been attached to the State’s development interests. As these efforts have consolidated in a hegemonic way, initiatives pursued by individual higher education institutions themselves gain relevance in that context. In this article, we explore the projects developed by two Brazilian federal universities –the Federal University of Santa Catarina (UFSC) and the Federal University of Parana (UFPR) –seeking to integrate refugees and displaced populations into higher education and the Brazilian society more generally. Our approach combines bibliographic and document analysis with interviews of key actors. Based on the results, we emphasize: 1. The role of Brazilian higher education institutions’ autonomy in order to develop internationalization strategies that are both contextually relevant and aimed at promoting global social justice; 2. The importance of linking existing university outreach/extension activities aimed at marginalized groups to institutiona
{"title":"Internationalization aimed at global social justice","authors":"Hans de Wit, F. Leal, Lisa Unangst","doi":"10.20396/etd.v22i3.8659331","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8659331","url":null,"abstract":"espanolLa creciente inmersion de la educacion superior global en un paradigma competitivo y orientado a la economia plantea la busqueda de perspectivas de interaccion internacional dirigida explicitamente al diseno de futuros cooperativos, sostenibles y alternativos. En Brasil, los esfuerzos de internacionalizacion en educacion superior llevados a cabo por el gobierno brasileno han estado historicamente vinculados a los intereses de desarrollo del Estado. A medida que se consolidan de forma hegemonica (centrandose principalmente en la integracion de Brasil en el mercado capitalista global), las iniciativas desarrolladas por las propias instituciones de educacion superior se vuelven relevantes. En este articulo, exploramos los proyectos desarrollados por dos universidades federales brasilenas: la Universidad Federal de Santa Catarina (UFSC) y la Universidad Federal de Parana (UFPR), cuyo objetivo es integrar a los refugiados y las poblaciones desplazadas en los contextos. Educacion superior y sociedad brasilena en general. Nuestro enfoque combina analisis bibliografico y documental con entrevistas con actores clave. Con base en los resultados, enfatizamos: 1. El papel de la autonomia de las instituciones de educacion superior brasilenas para desarrollar estrategias de internacionalizacion que sean contextualmente relevantes y que busquen promover la justicia social global; 2. La importancia de vincular las actividades de extension universitaria existentes a los grupos marginados con la politica institucional de internacionalizacion, de modo que los esfuerzos de internacionalizacion no terminen suprimiendo el papel social mas directo de estas instituciones. EnglishThe increased immersion of global higher education in a competitive, economy-oriented paradigm calls for perspectives on international interaction that are explicitly aimed at shaping cooperative, sustainable, and alternative futures. In Brazil, higher education internationalization efforts driven by the Brazilian government have historically been attached to the State’s development interests. As these efforts have consolidated in a hegemonic way, initiatives pursued by individual higher education institutions themselves gain relevance in that context. In this article, we explore the projects developed by two Brazilian federal universities –the Federal University of Santa Catarina (UFSC) and the Federal University of Parana (UFPR) –seeking to integrate refugees and displaced populations into higher education and the Brazilian society more generally. Our approach combines bibliographic and document analysis with interviews of key actors. Based on the results, we emphasize: 1. The role of Brazilian higher education institutions’ autonomy in order to develop internationalization strategies that are both contextually relevant and aimed at promoting global social justice; 2. The importance of linking existing university outreach/extension activities aimed at marginalized groups to institutiona","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8659365
Cláudia Souza, M. Abba, D. Streck
espanolEste articulo presenta una entrevista con Jane Knight, profesora del Ontario Institute for Studies in Education(OISE-University of Toronto), realizada en juniode 21019, durante el evento “Shaping Sustainable Futures for Internationalization in Higher Education”, donde la profesora Knight estuvo entre los principales conferencistas. Reconocida internacionalmente por ser una de las primeras autoras en definir teoricamente la internacionalizacion de la educacion superior, Jane Knight reflexiona sobre esta definicion despues de 25 anos. En la entrevista, habla sobre la diversificacion de instituciones en el escenario educativo que desarrollan programas de internacionalizacion, con especial atencion para la movilidad de programas y proveedores internacionales (International Program and Provider Mobility -IPPM). Tambien destaca algunas experiencias relevantes e inspiradoras, como la que promovio en el continente africano. Por ultimo, reflexiona sobre algunos desafios de la investigacion en internacionalizacion, destacando la necesidad de investigaciones interdisciplinares basadas en evidencias sobre diferentes dimensiones de la educacion superior. EnglishThis article features an interview with Jane Knight, professor at the Ontario Institute for Studies in Education(OISE-University of Toronto), held in June 2019, during the event “Shaping Sustainable Futures for Internationalization in Higher Education”, where Professor Knight was among the main speakers. Internationally recognized for being one of the first authorsto define the internationalization of Higher Education theoretically, Jane Knight reflects on this definition after 25 years. In this interview, she also talks about the diversity of institutions in the educational scenario that develops internationalization programs, with particularattention to the international program and provider mobility (IPPM). She highlights as well some relevant and inspiring experiences, such as the one she promoted in the African continent. Finally, she reflects on some challenges of research in internationalization, highlighting the need for interdisciplinary investigations based on evidence on different dimensions of Higher Education
这篇文章是对安大略教育研究所(OISE-University of Toronto)教授简·奈特(Jane Knight)的采访，采访于21019年6月在“为高等教育国际化塑造可持续未来”活动期间进行的，奈特教授是该活动的主要发言人之一。简·奈特是国际公认的最早对高等教育国际化进行理论定义的作者之一，她在25年后对这一定义进行了反思。在采访中，他谈到了发展国际化项目的教育机构的多元化，特别关注国际项目和提供者的流动性(ippm)。他还强调了一些相关和鼓舞人心的经验，如他在非洲大陆推广的经验。最后，它反思了国际化研究的一些挑战，强调需要对高等教育的不同维度进行基于证据的跨学科研究。本文介绍了2019年6月在“为高等教育国际化塑造可持续未来”活动期间对安大略教育研究所(ois - university of Toronto)教授简·奈特(Jane Knight)的采访，奈特教授是该活动的主要发言人之一。简·奈特是国际公认的最早在理论上定义高等教育国际化的作者之一，她在25年后对这一定义进行了反思。在这次采访中，她还谈到了在发展国际化项目的教育环境中机构的多样性，特别关注国际项目和提供者流动性(IPPM)。她还强调了一些相关和鼓舞人心的经验，例如她在非洲大陆推广的经验。最后，她反思了国际化研究面临的一些挑战，强调需要对高等教育不同维度进行基于证据的跨学科研究。
{"title":"Internationalization as a process of change","authors":"Cláudia Souza, M. Abba, D. Streck","doi":"10.20396/etd.v22i3.8659365","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8659365","url":null,"abstract":"espanolEste articulo presenta una entrevista con Jane Knight, profesora del Ontario Institute for Studies in Education(OISE-University of Toronto), realizada en juniode 21019, durante el evento “Shaping Sustainable Futures for Internationalization in Higher Education”, donde la profesora Knight estuvo entre los principales conferencistas. Reconocida internacionalmente por ser una de las primeras autoras en definir teoricamente la internacionalizacion de la educacion superior, Jane Knight reflexiona sobre esta definicion despues de 25 anos. En la entrevista, habla sobre la diversificacion de instituciones en el escenario educativo que desarrollan programas de internacionalizacion, con especial atencion para la movilidad de programas y proveedores internacionales (International Program and Provider Mobility -IPPM). Tambien destaca algunas experiencias relevantes e inspiradoras, como la que promovio en el continente africano. Por ultimo, reflexiona sobre algunos desafios de la investigacion en internacionalizacion, destacando la necesidad de investigaciones interdisciplinares basadas en evidencias sobre diferentes dimensiones de la educacion superior. EnglishThis article features an interview with Jane Knight, professor at the Ontario Institute for Studies in Education(OISE-University of Toronto), held in June 2019, during the event “Shaping Sustainable Futures for Internationalization in Higher Education”, where Professor Knight was among the main speakers. Internationally recognized for being one of the first authorsto define the internationalization of Higher Education theoretically, Jane Knight reflects on this definition after 25 years. In this interview, she also talks about the diversity of institutions in the educational scenario that develops internationalization programs, with particularattention to the international program and provider mobility (IPPM). She highlights as well some relevant and inspiring experiences, such as the one she promoted in the African continent. Finally, she reflects on some challenges of research in internationalization, highlighting the need for interdisciplinary investigations based on evidence on different dimensions of Higher Education","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i2.8652622
J. Backes
espanolLa presente entrevista con el profesor Jose Augusto Pacheco, investigador en el campo del programa escolar, actualmente Presidente del Instituto de Educacion de la Universidad de Minho (Portugal), objetiva traer algunas reflexiones sobre el proceso de internalizacion y cosmopolitismo del programa escolar, la centralidad del conocimiento para el campo del mismo y el impacto que las evaluaciones externas vienen teniendo en diferentes paises que tienden a seguir cada vez mas las politicas globales y transnacionales. EnglishThis interview with Professor Jose Augusto Pacheco, a researcher in the field of curriculum and current President of the Institute of Education at the University of Minho (Portugal), aims to bring up some reflections on the process of internationalization and cosmopolitism of the curriculum, the importance of knowledge in thisfield, and the impact that external evaluations have had inseveral countries that have shown an increased tendency to follow global and transnational policies.
本文对Minho大学(葡萄牙)教育学院现任校长、学校项目领域研究员Jose Augusto Pacheco教授的采访，旨在对学校项目的内化和世界主义过程进行一些反思，知识在同一领域的中心地位以及外部评价在越来越倾向于遵循全球和跨国政策的不同国家所产生的影响。EnglishThis选定with教授Jose Augusto Pacheco, a先生in the field of履历和current President of the Institute of Education at the University of Minho(葡萄牙)、区域to bring up some reflections on the process of升级and cosmopolitism of the履历,the knowledge in thisfield十分重要,and the impact external评价已经送交inseveral countries that而an增加tendency to按照global和跨国政策。
{"title":"O processo de internacionalização e construção de um currículo cosmopolita","authors":"J. Backes","doi":"10.20396/etd.v22i2.8652622","DOIUrl":"https://doi.org/10.20396/etd.v22i2.8652622","url":null,"abstract":"espanolLa presente entrevista con el profesor Jose Augusto Pacheco, investigador en el campo del programa escolar, actualmente Presidente del Instituto de Educacion de la Universidad de Minho (Portugal), objetiva traer algunas reflexiones sobre el proceso de internalizacion y cosmopolitismo del programa escolar, la centralidad del conocimiento para el campo del mismo y el impacto que las evaluaciones externas vienen teniendo en diferentes paises que tienden a seguir cada vez mas las politicas globales y transnacionales. EnglishThis interview with Professor Jose Augusto Pacheco, a researcher in the field of curriculum and current President of the Institute of Education at the University of Minho (Portugal), aims to bring up some reflections on the process of internationalization and cosmopolitism of the curriculum, the importance of knowledge in thisfield, and the impact that external evaluations have had inseveral countries that have shown an increased tendency to follow global and transnational policies.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8655293
R. Messias, João A. Telles
espanolEl teletandem posibilita al licenciando en Letras el contacto intercultural conun extranjero. En este espacio virtual y sincronico, via webcam, el sujeto ensena su propia lengua, y aprende la lengua materna o de competencia de su companero de teletandem. En este articulo, argumentamos (a) que el teletandem puede ser considerado comoun tercer espacio o un contexto tecnologico hibrido, y (b) que este contexto, ademas de desarrollar la competencia oral en la lengua objetivo, puede suscitar reflexiones en alumnos de Letras acerca de la cuestion pedagogica de lenguas extranjeras. Creemosque tales caracteristicas son facilitadoras del desarrollo profesional de futuros profesores de idiomas. Es nuestro objetivo investigar: (a) como este contacto intercultural en linea moviliza el compromiso del futuro profesor de lengua extranjera con su propia formacion y (b) como las actividades de mediacion (realizadas despues de las interacciones en teletandem) funcionan como deflagradoras de procesos de reflexion en alumnos de Letras sobre el acto de ensenar y aprender lenguas extranjeras. Elestudio se desarrollo teniendo como escenario una asociacion de teletandem entre una universidad brasilena y otra mexicana. Una metodologia critica cualitativa se utilizo para el analisis de las grabacionesde las sesiones de mediacion hechas en grupo y que tuvieron la participacion de los estudiantes de Letras, futuros profesores de portugues / espanol. Los resultados del analisis senalan para las caracteristicas del contacto intercultural en linea via teletandem. Si bien articuladas por el educador de profesores, ellas traen el potencial de teorizacion y de observacion critica de las propias acciones de los alumnos como profesores de lenguas extranjeras, en proceso de formacion inicial. EnglishTeletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learnsthe mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in thetarget language,this context can provoke futureteachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this onlineintercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was basedon a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in
{"title":"Teletandem como “terceiro espaço” no desenvolvimento de professores de línguas estrangeiras","authors":"R. Messias, João A. Telles","doi":"10.20396/etd.v22i3.8655293","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8655293","url":null,"abstract":"espanolEl teletandem posibilita al licenciando en Letras el contacto intercultural conun extranjero. En este espacio virtual y sincronico, via webcam, el sujeto ensena su propia lengua, y aprende la lengua materna o de competencia de su companero de teletandem. En este articulo, argumentamos (a) que el teletandem puede ser considerado comoun tercer espacio o un contexto tecnologico hibrido, y (b) que este contexto, ademas de desarrollar la competencia oral en la lengua objetivo, puede suscitar reflexiones en alumnos de Letras acerca de la cuestion pedagogica de lenguas extranjeras. Creemosque tales caracteristicas son facilitadoras del desarrollo profesional de futuros profesores de idiomas. Es nuestro objetivo investigar: (a) como este contacto intercultural en linea moviliza el compromiso del futuro profesor de lengua extranjera con su propia formacion y (b) como las actividades de mediacion (realizadas despues de las interacciones en teletandem) funcionan como deflagradoras de procesos de reflexion en alumnos de Letras sobre el acto de ensenar y aprender lenguas extranjeras. Elestudio se desarrollo teniendo como escenario una asociacion de teletandem entre una universidad brasilena y otra mexicana. Una metodologia critica cualitativa se utilizo para el analisis de las grabacionesde las sesiones de mediacion hechas en grupo y que tuvieron la participacion de los estudiantes de Letras, futuros profesores de portugues / espanol. Los resultados del analisis senalan para las caracteristicas del contacto intercultural en linea via teletandem. Si bien articuladas por el educador de profesores, ellas traen el potencial de teorizacion y de observacion critica de las propias acciones de los alumnos como profesores de lenguas extranjeras, en proceso de formacion inicial. EnglishTeletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learnsthe mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in thetarget language,this context can provoke futureteachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this onlineintercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was basedon a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8659308
M. Morosini, Manuir José Mentges
espanolComprender la educacion superior es una tarea compleja. Uno de los factores que caracteriza tal complejidad son las relaciones entre los diferentes niveles socioeconomicos que impactan la educacion superior. En el concierto contemporaneo, el nivel global ha sido una fuerte interferencia. Este contexto nos llevo a analizar propuestas de organizaciones internacionales y regionales, esta ultima para America Latina. Desde una perspectiva global, analizamos la Agenda 2030 (ONU), la Agenda E2030 (UNESCO) y la perspectiva del Desarrollo Sostenible (OCDE). En la perspectiva regional, nos centramos en las propuestas de la Conferencia Regional sobre Educacion Superior para America Latina y el Caribe (CRES2018) y planteamos consideraciones para (re) pensar la Internacionalizacion de la Educacion Superior. El texto tiene el caracter de un Estado del Conocimiento, a traves de la identificacion, seleccion y sistematizacion de propuestas de organizaciones internacionales emblematicas para la educacion superior, extraidas de documentos oficiales y disponibles en linea, mediante analisis cualitativo. EnglishUnderstanding higher education is a complex task. One of the factors that characterizes such complexityisthe relationships between different socioeconomic levels that impact higher education. In the contemporary concert, the global level has been a strong interference. This context led us to analyze the proposals of international and regional organizations, the latter for Latin America. From a global perspective, we analyzed Agenda 2030 (ONU), Agenda E2030 (UNESCO) and the perspective of Sustainable Development (OECD). In the Regional perspective, we focus on the proposals of the Regional Conference on Higher Education for Latin America and the Caribbean (CRES2018) and raise considerations to (re) think the Internationalization of Higher Education. The text has the character of a State of Knowledge, through the identification, selection and systematization of proposals from emblematic international organizations for higher education, extracted from official documents and available online, through qualitative analysis.
{"title":"Organismos internacionais e educação superior","authors":"M. Morosini, Manuir José Mentges","doi":"10.20396/etd.v22i3.8659308","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8659308","url":null,"abstract":"espanolComprender la educacion superior es una tarea compleja. Uno de los factores que caracteriza tal complejidad son las relaciones entre los diferentes niveles socioeconomicos que impactan la educacion superior. En el concierto contemporaneo, el nivel global ha sido una fuerte interferencia. Este contexto nos llevo a analizar propuestas de organizaciones internacionales y regionales, esta ultima para America Latina. Desde una perspectiva global, analizamos la Agenda 2030 (ONU), la Agenda E2030 (UNESCO) y la perspectiva del Desarrollo Sostenible (OCDE). En la perspectiva regional, nos centramos en las propuestas de la Conferencia Regional sobre Educacion Superior para America Latina y el Caribe (CRES2018) y planteamos consideraciones para (re) pensar la Internacionalizacion de la Educacion Superior. El texto tiene el caracter de un Estado del Conocimiento, a traves de la identificacion, seleccion y sistematizacion de propuestas de organizaciones internacionales emblematicas para la educacion superior, extraidas de documentos oficiales y disponibles en linea, mediante analisis cualitativo. EnglishUnderstanding higher education is a complex task. One of the factors that characterizes such complexityisthe relationships between different socioeconomic levels that impact higher education. In the contemporary concert, the global level has been a strong interference. This context led us to analyze the proposals of international and regional organizations, the latter for Latin America. From a global perspective, we analyzed Agenda 2030 (ONU), Agenda E2030 (UNESCO) and the perspective of Sustainable Development (OECD). In the Regional perspective, we focus on the proposals of the Regional Conference on Higher Education for Latin America and the Caribbean (CRES2018) and raise considerations to (re) think the Internationalization of Higher Education. The text has the character of a State of Knowledge, through the identification, selection and systematization of proposals from emblematic international organizations for higher education, extracted from official documents and available online, through qualitative analysis.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8659471
Hans de Wit
Internationalization has been over the past three decades one of the key focus points of (inter)national and institutional policies for higher education, with two related components: internationalization abroad, and internationalization at home. The 'abroad' component: mobility of students, faculty and programs, has been more predominant than the 'at home' component: internationalization of the curriculum and learning outcomes, perceived as a neoliberal and western paradigm. What will be the future of internationalization? Do we see a return from competition to cooperation? What will the impact of the changing global economic, ecological and political contextbe? These questions will be addressed in a critical analytical way in this paper, taking into account the impact of Covid-19 on the internationalization of higher education
{"title":"The future of internationalization of higher education in challenging global contexts","authors":"Hans de Wit","doi":"10.20396/etd.v22i3.8659471","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8659471","url":null,"abstract":"Internationalization has been over the past three decades one of the key focus points of (inter)national and institutional policies for higher education, with two related components: internationalization abroad, and internationalization at home. The 'abroad' component: mobility of students, faculty and programs, has been more predominant than the 'at home' component: internationalization of the curriculum and learning outcomes, perceived as a neoliberal and western paradigm. What will be the future of internationalization? Do we see a return from competition to cooperation? What will the impact of the changing global economic, ecological and political contextbe? These questions will be addressed in a critical analytical way in this paper, taking into account the impact of Covid-19 on the internationalization of higher education","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8659310
Sharon Stein, Jhuliane Evelyn da Silva
In this article, we consider possible futures of internationalization in the context of today’s many overlapping global challenges and crises. We arguethat how one conceptualizes and responds to these challenges and crises willinform distinct approaches to internationalization. In addition to reviewing these different approaches, we emphasize the possibilities offered by a decolonial approach to internationalization.Beyond consideringwhat a decolonialfuture of internationalizationmight entail, we also consider the complexities and circularities that often emerge in efforts to actually implement decolonizingchanges in higher education
{"title":"Challenges and complexities of decolonizing internationalization in a time of global crises","authors":"Sharon Stein, Jhuliane Evelyn da Silva","doi":"10.20396/etd.v22i3.8659310","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8659310","url":null,"abstract":"In this article, we consider possible futures of internationalization in the context of today’s many overlapping global challenges and crises. We arguethat how one conceptualizes and responds to these challenges and crises willinform distinct approaches to internationalization. In addition to reviewing these different approaches, we emphasize the possibilities offered by a decolonial approach to internationalization.Beyond consideringwhat a decolonialfuture of internationalizationmight entail, we also consider the complexities and circularities that often emerge in efforts to actually implement decolonizingchanges in higher education","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48665264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.20396/etd.v22i3.8659339
Joyce Wassem, E. B. Ferreira
espanolEste articulo analiza como la internacionalizacion figura en los documentos institucionales de la Universidad Federal de Espirito Santo (UFES), o sea, que conceptos, razones y estrategias se han previsto en la politica de la Universidad para su implementacion. La investigacion tiene un enfoque cualitativo, la recopilacion de datos se realiza mediante un analisis documental y para el tratamiento de los datos se realiza elanalisis de contenido segun Bardin (2004). Como conclusion se observa que, creada en 1954, la UFES es considerada la principal Institucion de Educacion Superior (IES) del estado de Espirito Santo (ES). Desde 2012, con el proposito de mejorar la calidad de sus Programas de Posgrado stricto sensu (PPG), especificamente, el alcance de la excelencia academica medida por los conceptos 6 y 7, segun la evaluacion de la Coordinacion del Perfeccionamiento de Persona en Nivel Superior (CAPES), ha desarrollado e implementado uno planeamiento estrategico con metas y acciones. Entre las acciones, esta la creacion de una Oficina Internacional (SRI),la Red de Internacionalizacion de la Educacion de Espirito Santo (RIEES),asi como la elaboracion de un proyecto conjunto, con la participacion de nuevePPG de la UFES, en el Programa Institucional de Internacionalizacion (PrInt) financiada por la CAPES. Esto, por un lado, evidencia un trabajo articulado de sus profesores y PPG y, por otro lado, evidencia la existencia de contradicciones en el proceso de planeamiento de las acciones de internacionalizacion considerando la diversidad y especificidad de los programas en el contexto politico y economico brasileno. EnglishThis article analyzes how internationalization appears in the institutional documents of the Federal University of Espirito Santo (UFES), in other words, what conceptions, motives and strategies are planned in the Institution's policy for its execution. The study has a qualitative approach, the data collection is composed by documental analysis and for the treatment of the data the method is content analysis according to Bardin (2004). As results, created in 1954, UFES is considered the main Institution of Higher Education (IES) in the state of Espirito Santo (ES). Since 2012, with the objective of improve the quality of its Postgraduate Programs (PPG), especially seeking for excellence, as measured by concepts 6 and 7 of Coordination of Improvement of Personnel in Higher Education (CAPES), UFES developed and implemented a strategic planning with goals and actions. Among the actions, there was the creation of an International Office (SRI),the Espirito Santo Internationalization Network of Education (RIEES),as well as the elaboration of a joint project, with the involvement of ninePPG from UFES, in the Institutional Internationalization Program (PrInt) funded by CAPES. This, on the one hand, shows an articulated academic effort of its teachers and PPG and, on the other hand, allows to observe the existence of contradictions in the p
本文分析了国际化是如何出现在圣埃斯皮里托联邦大学(uves)的机构文件中，也就是说，在大学政策中预见了国际化的概念、原因和策略。本研究采用定性方法，数据收集采用文献分析，数据处理采用内容分析，根据un Bardin(2004)。本研究的目的是分析在圣埃斯皮里托州(Espirito Santo, es)的高等教育机构(IES)中，高等教育机构(UFES)的作用。自2012年以来,目的是改善其方案的质量研究生stricto sensu (PPG)、兴趣、范围优秀academica概念6和7,而根据进修的Coordinacion evaluacion人在更高层次(CAPES),开发并实施的规划目标和行为。办公室的行动,这个创作中(SRI)、国际Internacionalizacion网络教育等精神圣(RIEES),所以elaboracion联合项目,与nuevePPG participacion Internacionalizacion UFES,体制(PrInt) CAPES资助。这一方面,岩体的教师的工作,PPG证据,另一方面,证据存在矛盾internacionalizacion行动规划进程考虑到多样性方面的方案和特异性政治家和南极brasileno。本文分析了圣埃斯皮里托联邦大学(UFES)的机构文件中国际化是如何出现的，换句话说，该机构的执行政策中计划了哪些概念、动机和战略。该研究采用定性方法，数据收集采用文献分析，数据处理采用Bardin(2004)的内容分析方法。因此，成立于1954年的乌菲斯大学被认为是圣埃斯皮里托州(ES)主要的高等教育机构。自2012年以来，高等教育学院以提高研究生课程质量为目标，特别是以高等教育人员改进协调概念6和7衡量的追求卓越为目标，制定并实施了具有目标和行动的战略规划。在这些行动中，成立了一个国际办事处(SRI)、圣埃斯皮里托教育国际化网络(RIEES)，并与九名来自圣埃斯皮里托大学的教育国际化方案(PrInt)合作，制定了一个联合项目。This on the one hand,节目an articulated academic effort of its教师和PPG, on the other hand, allows to查看当日of planning contradictions in the process of行动”升级,虽然ngok the多样性specificity of the programs and the Brazilian both political and economic政治背景。
{"title":"Política de internacionalização da UFES","authors":"Joyce Wassem, E. B. Ferreira","doi":"10.20396/etd.v22i3.8659339","DOIUrl":"https://doi.org/10.20396/etd.v22i3.8659339","url":null,"abstract":"espanolEste articulo analiza como la internacionalizacion figura en los documentos institucionales de la Universidad Federal de Espirito Santo (UFES), o sea, que conceptos, razones y estrategias se han previsto en la politica de la Universidad para su implementacion. La investigacion tiene un enfoque cualitativo, la recopilacion de datos se realiza mediante un analisis documental y para el tratamiento de los datos se realiza elanalisis de contenido segun Bardin (2004). Como conclusion se observa que, creada en 1954, la UFES es considerada la principal Institucion de Educacion Superior (IES) del estado de Espirito Santo (ES). Desde 2012, con el proposito de mejorar la calidad de sus Programas de Posgrado stricto sensu (PPG), especificamente, el alcance de la excelencia academica medida por los conceptos 6 y 7, segun la evaluacion de la Coordinacion del Perfeccionamiento de Persona en Nivel Superior (CAPES), ha desarrollado e implementado uno planeamiento estrategico con metas y acciones. Entre las acciones, esta la creacion de una Oficina Internacional (SRI),la Red de Internacionalizacion de la Educacion de Espirito Santo (RIEES),asi como la elaboracion de un proyecto conjunto, con la participacion de nuevePPG de la UFES, en el Programa Institucional de Internacionalizacion (PrInt) financiada por la CAPES. Esto, por un lado, evidencia un trabajo articulado de sus profesores y PPG y, por otro lado, evidencia la existencia de contradicciones en el proceso de planeamiento de las acciones de internacionalizacion considerando la diversidad y especificidad de los programas en el contexto politico y economico brasileno. EnglishThis article analyzes how internationalization appears in the institutional documents of the Federal University of Espirito Santo (UFES), in other words, what conceptions, motives and strategies are planned in the Institution's policy for its execution. The study has a qualitative approach, the data collection is composed by documental analysis and for the treatment of the data the method is content analysis according to Bardin (2004). As results, created in 1954, UFES is considered the main Institution of Higher Education (IES) in the state of Espirito Santo (ES). Since 2012, with the objective of improve the quality of its Postgraduate Programs (PPG), especially seeking for excellence, as measured by concepts 6 and 7 of Coordination of Improvement of Personnel in Higher Education (CAPES), UFES developed and implemented a strategic planning with goals and actions. Among the actions, there was the creation of an International Office (SRI),the Espirito Santo Internationalization Network of Education (RIEES),as well as the elaboration of a joint project, with the involvement of ninePPG from UFES, in the Institutional Internationalization Program (PrInt) funded by CAPES. This, on the one hand, shows an articulated academic effort of its teachers and PPG and, on the other hand, allows to observe the existence of contradictions in the p","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-11DOI: 10.20396/etd.v22i2.8659463
Antonio Carlos Dias Júnior, M. Martins
The second issue of the journal ETD – Educacao Tematica Digital of the year 2020 reaches the reader and the reader in the midst of an unprecedented historical context. Mixing an episode of the technological-dystopian universe of Black Mirror with the Camusian panorama of the Oman affected by the Plague, we see the apparent antinomy between distance and proximity reconfigure and become new forms of sociability and interaction. To the necessary social isolation imposed by the virulent spread of a pandemic emerge mutatis mutandis a human being who not only mediates his social relations via technological apparatus, but now takes place (in ontological terms) through and, to a great extent, in dependence on them. Potentially liberating and subversive to the same extent as repressive and submissive, virtuality is imposed rather with the need that as a choice...
{"title":"Virtualidades e educação","authors":"Antonio Carlos Dias Júnior, M. Martins","doi":"10.20396/etd.v22i2.8659463","DOIUrl":"https://doi.org/10.20396/etd.v22i2.8659463","url":null,"abstract":"The second issue of the journal ETD – Educacao Tematica Digital of the year 2020 reaches the reader and the reader in the midst of an unprecedented historical context. Mixing an episode of the technological-dystopian universe of Black Mirror with the Camusian panorama of the Oman affected by the Plague, we see the apparent antinomy between distance and proximity reconfigure and become new forms of sociability and interaction. To the necessary social isolation imposed by the virulent spread of a pandemic emerge mutatis mutandis a human being who not only mediates his social relations via technological apparatus, but now takes place (in ontological terms) through and, to a great extent, in dependence on them. Potentially liberating and subversive to the same extent as repressive and submissive, virtuality is imposed rather with the need that as a choice...","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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