Perspectivas de internacionalização e cenários políticos de professores de idiomas no contexto de uma Universidade Federal brasileira

• Ano de defesa: 2021
• Autor(a) principal: Chagas, Lucas Araujo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Internacionalização da Educação Superior; Professores de idiomas; Estudos Linguísticos; Perspectivas de internacionalização; Universidades federais brasileiras; Internationalization of Higher Education; Language teachers; Linguistic Studies; Perspectives of internationalization; Brazilian Federal Universities; CNPQ::LINGUISTICA, LETRAS E ARTES; Professores de línguas; Universidades e faculdades
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31306; http://doi.org/10.14393/ufu.te.2021.6005

ABSTRACT: The Internationalization of Higher Education is an effervescent movement in the Brazilian federal universities. Unlike general internationalization, Higher Education Internationalization practices have driven universities to build research and collaboration networks; to foster academic exchanges; change their management modes; and to improve their teaching practices (HUDZIK, 2015; KNIGHT, 2018; DE WITT, 1998). Understood in the perspective of Linguistic Studies, the Internationalization of Higher Education configures language practices that circumscribe proper perspectives and spaces of existence. Actors of the Higher Education Internationalization movements, language teachers have developed several work fronts with emphasis on linguistic and intercultural education of students, administrative staff and faculty at Brazilian universities. Qualitative in nature and based on the theoretical bases of Applied Linguistics, directed by the critical paradigm (PENNYCOOK, 2006; MOITA LOPES, 2006a), the present research aimed to identify the perspectives that have being guiding the movements of institutionalization of the Internationalization of Higher Education in a federal university and to analyze the political scenarios of language teachers in these movements. Conducted as a case study, the investigation was guided by three specific goals: 1) to investigate the various perspectives of Internationalization of Higher Education present in the visions of agents and in the documents of the researched UF; 2) to analyze the role of language teachers in the Higher Education Internationalization movements at the UF; and 3) to reflect on limitations and possibilities that are presented in the context of the Internationalization of Higher Education at the UF. To direct the proposed investigation, the study was guided by the research questions: 1) What perspectives have guided the movements of institutionalization of the Internationalization of Higher Education in the studied UF? 2) What political scenarios permeate the performance of language teachers in these movements? 3) What limitations and possibilities are present in the internationalization context of the UF? As subsidies for carrying out the present study, data were collected from institutional documents and interviews with managers and collaborators of the UF researched and analyzed by the methodological procedures of Content Analysis of Gillhiam (2000) and Bardin (2011) that allowed to highlight 11 thematic axes and 2 categories of analysis, which are: 1) Perspectives of institutionalizing the Internationalization of Higher Education in the studied UF; and 2) Political scenarios of language teachers in the movements to institutionalize the Internationalization of Higher Education. After interpretative and exploratory analyses, it was possible to construct the thesis that there is no harmonic institutional view regarding the political movements of internationalization of the researched UF and that the UF's language teachers play an articulating role in the different internationalization actions that have been adopted by university due to the linguistic, intercultural and dialogic skills characteristic of the professional practices of these actors.