Internacionalização universitária: múltiplos atores, políticas e línguas em interação
multiple actors, policies and languages in interaction
DOI :
https://doi.org/10.5281/zenodo.12785920Résumé
O objetivo deste estudo foi construir um modelo de política linguística (PL) que buscou promover práticas linguísticas mais democráticas, para apoiar a internacionalização de instituições de ensino superior (IES) no Brasil, considerando principalmente a questão da governança e dos tomadores de decisão em PL. Para tanto, foi realizada uma pesquisa bibliográfica com enfoque nos tomadores de decisão (aqui indicados como atores/agentes políticos, pois atuam em questões de formulação, implementação e avaliação de políticas) e nas questões de governança, considerando o ciclo de políticas discutido por Ball (2019) e comentado por Gimenez (2013), além de temas relacionados a políticas linguísticas em geral, internacionalização e multilinguismo. Também foi utilizada uma enquete, da qual participaram instituições que integram o programa Capes PrInt (programa institucional de internacionalização) instituído em 2017. Os resultados sugerem que os seguintes aspectos devem ser considerados na formulação de políticas linguísticas para IES brasileiras, com vistas a processos de internacionalização: múltiplos agentes e níveis; interpretação de políticas; políticas como intervenções textuais; capacidade de agência; relações entre agentes; e negociação de políticas. Dessa forma, espera-se que (ao adotar esses aspectos) as práticas linguísticas sejam mais democráticas em contextos universitários impactados por processos de internacionalização.
Téléchargements
Références
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.
AUTOR, 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.
AUTOR, 2020.
AUTOR, 2021.
AUTOR, 2019.
AUTOR, 2022.
AUTOR, 2020.
AUTOR, 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.
Téléchargements
Publiée
Comment citer
Rubrique
Licence
(c) Tous droits réservés Revista Letras Raras 2024
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
