University internationalization: multiple actors, policies and languages in interaction
DOI:
https://doi.org/10.5281/zenodo.12785940Resumo
This study aimed at building a language policy (LP) model that sought to promote more democratic language practices to support the internationalization of higher education institutions (HEIs) in Brazil, considering mainly the issues of governance and decision-makers in LP. To this end, bibliographic research was carried out focusing on decision-makers (indicated here as political actors/agents, as they act in matters of policy design, implementation and evaluation) and governance issues, considering the policy cycle discussed by Ball (2019) and highlighted by Gimenez (2013), as well as topics related to language policies in general, internationalization and multilingualism. A survey was also used, in which institutions that are part of the Capes PrInt program (institutional internationalization program), established in 2017, participated. Results suggest that the following aspects should be considered when designing language policies for Brazilian HEIs with a view to internationalization processes: multiple actors and levels; policy interpretation; policies as textual interventions; capacity for agency; relations between actors; and policy negotiation. This way, it is expected that (by adopting these aspects) language practices will be more democratic in university contexts impacted by internationalization processes.
Downloads
Referências
ALTBACH, Philip G.; KNIGHT, Jane. The internationalization of higher education: motivations and realities. Journal of Studies in International Education, v. 11, p. 290–305, 2007.
AMORIM, Gabriel Brito; FINARDI, Kyria Rebeca. The road(s) not taken and internationalization in Brazil: journey or destination? Acta Scientiarum Education, v. 44, n. 1, p. 1–13, 2022.
APPLE, Michael W. Educating the “right” way. Nova York: Routledge, 2001.
BALL, Stephen J. Policy Actors. Abingdon: Routledge, 2019.
BALL, Stephen J. Some sociologies of education: a history of problems and places, and segments and gazes. The Sociological Review, v. 56, n. 4, p. 650–669, 2008.
BALL, Stephen J. What is policy: texts, trajectories, and toolboxes. Discourse, v. 13, n. 2, p. 10–17, 1993.
BEAUCHAMP, Catherine; THOMAS, Lynn. Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, v. 39, n. 2, p. 175–189, 2009.
BERGH, Andreas. Local quality work in an age of accountability - between autonomy and control. Journal of Education Policy, v. 30, n. 4, p. 590–607, 2015.
BRAUN, Annette; MAGUIRE, Meg; BALL, Stephen J. Policy enactments in the UK secondary school: examining policy, practice and school positioning. Journal of Education Policy, v. 25, n. 4, p. 547–560, 2010.
CHO, Hye Seung; MOSSELSON, Jacqueline. Neoliberal practices amidst social justice orientations: global citizenship education in South Korea. Compare, v. 48, n. 6, p. 861–878, 2018.
CLIMENT-FERRANDO, Vicent. Linguistic Neoliberalism in the European Union: Politics and Policies of the EU’s Approach to Multilingualism. Revista de Llengua i Dret, v. 66, p. 1–14, 2016.
COFFIELD, Frank. Why the McKinsey reports will not improve school systems. Journal of Education Policy, v. 27, n. 1, p. 131–149, 2012.
DAFOUZ, Emma; SMIT, Ute. Towards multilingualism in English medium higher education: A student perspective. Journal of English-Medium Instruction, v. 1, n. 1, p. 29–47, 2022.
DE WIT, Hans. Internationalization of Higher Education: nine misconceptions. International Higher Education, v. 64, p. 6–7, 2011.
DE WIT, Hans. The future of internationalization of higher education in challenging global contexts. ETD Educação Temática Digital, v. 22, n. 3, p. 538–545, 2020.
DE WIT, Hans; EGRON-POLAK, Eva; HOWARD, Laura; HUNTER, Fiona. Internationalisation of Higher Education. Brussels: European Parliament, 2015.
FAIRCLOUGH, Norman. Discourse and Social Change. Cambridge: Polity Press, 1992.
FINARDI, Kyria Rebeca; ARCHANJO, Renata. Washback effects of the Science without Borders, English without Borders and Languages without Borders programs in Brazilian language policies and rights. In: SIINER, Maarja; HULT, Francis M.; KUPISCH, Tanja (Orgs.). Language Policy and Language Acquisition Planning. Cham: Springer, 2018. p. 173–185.
FINARDI, Kyria Rebeca; FRANÇA, Cláudio. O Inglês na internacionalização da produção científica brasileira: evidências da subárea de linguagem e linguística. Revista Intersecções, v. 19, p. 234–250, 2016.
FINARDI, Kyria Rebeca; GUIMARÃES, Felipe Furtado. Internacionalização, rankings e publicações em inglês: a situação do Brasil na atualidade. Estudos em Avaliação Educacional, v. 28, n. 68, p. 600–626, 2017.
FINCHAM, Robin. The Consultant–Client relationship: critical perspectives on the management of organizational change. Journal of Management Studies, v. 36, n. 3, p. 335–351, 2002.
GIMENEZ, Telma. A ausência de políticas para o ensino de língua inglesa nos anos iniciais de escolarização no Brasil. In: NICOLAIDES, Christine Siqueira et al. (Orgs.). Política e Políticas Linguísticas. Campinas: Pontes Editores, 2013. p. 199–218.
GIMENEZ, Telma. Language ideologies and English as Medium of Instruction: language policy enactment in Brazilian universities. In: FINARDI, Kyria Rebeca (Org.). English in the South. Londrina: EDUEL, 2019. p. 55–77.
GRIN, François. Language Planning and Economics. Current Issues in Language Planning, v. 4, n. 1, p. 1–66, 2003.
GUIMARÃES, Felipe Furtado. Internacionalização e Multilinguismo: uma proposta de política linguística para universidades federais. 2020. Tese (Doutorado em Linguística) – Programa de Pós-graduação em Linguística, Universidade Federal do Espírito Santo, Vitória, 2020.
GUIMARÃES, Felipe Furtado; FINARDI, Kyria Rebeca. Internacionalização e Português como Língua Estrangeira (PLE): levantamento e discussão. Revista Internacional de Educação Superior, v. 8, p. 1–21, 2021.
GUIMARÃES, Felipe Furtado; FINARDI, Kyria Rebeca; CASOTTI, Janayna Bertollo Cozer. Internationalization and language policies in Brazil: what is the relationship? Revista Brasileira de Linguística Aplicada, v. 19, n. 2, p. 295–327, 2019.
GUIMARÃES, Felipe Furtado; HILDEBLANDO JÚNIOR, Carlos Alberto; FINARDI, Kyria Rebeca. Formação de professores de línguas mediada por tecnologias digitais: antes, durante e após a pandemia. Revista Linguagem & Ensino, v. 25, n. especial, p. 179–204, 2022.
GUIMARÃES, Felipe Furtado; KREMER, Marcelo. Adopting English as a medium of instruction (EMI) in Brazil and Flanders (Belgium): a comparative study. Revista Ilha do Desterro, v. 73, n. 1, p. 217–246, 2020.
GUIMARÃES, Felipe Furtado; MENDES, Ana Rachel Macedo; RODRIGUES, Lisiane Mendes; PAIVA, Raquel Soprani dos Santos; FINARDI, Kyria Rebeca. Internationalization at Home, COIL and Intercomprehension: for more inclusive activities in the Global South. Simon Fraser University Educational Review, v. 12, n. 3, p. 90–109, 2019.
GUIMARÃES, Renata Mourão; PEREIRA, Lauro Sérgio Machado. Mapeamento dos estudos sobre políticas linguísticas e internacionalização no Brasil: uma selfie. Fórum Linguístico, v. 18, n. 1, p. 5596–5617, 2021.
GUNTER, Helen M. Leadership and the reform of education. Bristol: The Policy Press, 2012.
GUNTER, Helen M.; HALL, David; MILLS, Colin. Consultants, consultancy and consultocracy in education policymaking in England. Journal of Education Policy, v. 30, n. 4, p. 518–539, 2015.
HAMEL, Rainer Enrique. El campo de las ciencias y la educación superior entre el monopolio del inglés y el plurilingüismo: elementos para una política del lenguaje en América Latina. Trabalhos em Linguística Aplicada, v. 52, n. 2, p. 321–384, 2013.
HOOD, Christopher. A public management for all seasons? Public Administration, v. 69, n. 1, p. 3–19, 1991.
HUDZIK, John. Comprehensive Internationalization: from concept to action. Washington D.C.: NAFSA, 2011.
JENKINS, Jennifer. Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, v. 2, n. 3, p. 49–85, 2015.
KELLNER, Peter; CROWTHER-HUNT, Lord. The civil servants: an inquiry into Britain’s ruling class. London: Book Club Associates, 1980.
KNIGHT, Jane. Five myths about internationalization. International Higher Education, v. 62, p. 14–15, 2011.
KNIGHT, Jane. Internationalization remodeled: definition, approaches, and rationales. Journal of Studies in International Education, v. 8, n. 1, p. 5–31, 2004.
KREMER, Marcelo; VALCKE, Martin. Teaching and learning in English in higher education: a literature review. Barcelona: EDULEARN14 Proceedings, p. 1430–1441, 2014.
LAYDER, Derek. Understanding Social Theory. Londres: SAGE, 2006.
MARTINEZ, Ron. English as a Medium of Instruction (EMI) in Brazilian higher education: challenges and opportunities. In: FINARDI, Kyria Rebeca (Org.). English in Brazil: views, policies and programs. Londrina: EDUEL, 2016. p. 191–228.
MCKINLEY, Jim; GALLOWAY, Nicola. English-Medium Instruction Practices in Higher Education: international perspectives. London: Bloomsbury Academic, 2022.
MENDOZA, Pilar; DORNER, Lisa. The neoliberal discourse in Latin American higher education: A call for national development and tighter government control. Education Policy Analysis Archives, v. 28, n. 176, p. 1–25, 2020.
MEO, Analía Inés. Something old, something new: Educational inclusion and head teachers as policy actors and subjects in the city of Buenos Aires. Journal of Education Policy, v. 30, n. 4, p. 562–589, 2015.
MOITA LOPES, Luiz Paulo da. O português no século XXI: cenário geopolítico e sociolinguístico. São Paulo: Parábola Editorial, 2013.
MOROSINI, Marilia Costa; CORTE, Marilene Gabriel Dalla. Teses e realidades no contexto da internacionalização da educação superior no Brasil. Educação em Questão, v. 56, n. 47, p. 97–120, 2018.
MORRIS, Libby V. MOOCs, Emerging Technologies, and Quality. Innovative Higher Education, v. 38, p. 251–252, 2013.
OKUDA, Tomoyo; ANDERSON, Tim. Second language graduate students’ experiences at the writing center: a language socialization perspective. TESOL Quarterly, v. 52, n. 2, p. 391–413, 2018.
OLIVEIRA, Gilvan Müller de. Um Atlântico ampliado: o português nas políticas linguísticas do século XXI. In: MOITA LOPES, Luiz Paulo da (Org.). O português no século XXI: cenário geopolítico e sociolinguístico. São Paulo: Parábola Editorial, 2013. p. 53–73.
PENNYCOOK, Alastair. Language as a local practice. Londres: Routledge, 2010.
PETRIC, Bojana. Students’ attitudes towards writing and the development of academic writing skills. The Writing Center Journal, v. 22, n. 2, p. 9–27, 2002.
POGODZINSKI, Ben; UMPSTEAD, Regina; WITT, Jenifer. Teacher evaluation reform implementation and labor relations. Journal of Education Policy, v. 30, n. 4, p. 540–561, 2015.
RAJAGOPALAN, Kanavilil. Política Linguística: do que é que se trata, afinal? In: NICOLAIDES, Christine; SILVA, Kleber Aparecido; TILIO, Rogerio; ROCHA, Claudia Hilsdorf (Orgs.). Política e Políticas Linguísticas. Campinas: Pontes Editores, 2013. p. 19–42.
RAMOS, Milena Yumi. Internacionalização da pós-graduação no Brasil: lógica e mecanismos. Educação e Pesquisa, v. 44, p. 1–22, 2018.
ROBINSON, Sarah. Decentralisation, managerialism and accountability: professional loss in an Australian education bureaucracy. Journal of Education Policy, v. 30, n. 4, p. 468–482, 2015.
SAINT-MARTIN, Denis. Building the New Managerialist State. Oxford: Oxford University Press, 2004.
SPILLANE, James P. School districts matter: local educational authorities and state instructional policy. Educational Policy, v. 10, n. 1, p. 63–87, 1996.
SPOLSKY, Bernard. Language Policy. New York: Cambridge University Press, 2004.
SPOLSKY, Bernard. Rethinking Language Policy. Edinburgh: Edinburgh University Press, 2021.
TRENT, John. The gendered, hierarchical construction of teacher identities: exploring the male primary school teacher voice in Hong Kong. Journal of Education Policy, v. 30, n. 4, p. 500–517, 2015.
TSENG, Chun-Ying. Changing headship, changing schools: how management discourse gives rise to the performative professionalism in England (1980s-2010s). Journal of Education Policy, v. 30, n. 4, p. 483–499, 2015.
WRIGHT, Sue. Language policy and planning: from nationalism to globalization. New York: Palgrave Macmillan, 2016.
Downloads
Publicado em
Como Citar
Seção
Licença
© 2024 Revista Letras Raras
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
