Doutorado em Estudos Linguísticos

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17528

Nível: Doutorado
Ano de início: 2016
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019). Publicação no DOU 18 de março de 2019, seç. 1, p.135 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Área(s) de concentração: Teoria e Análise Linguística
Url do curso: https://linguistica.ufes.br/pt-br/pos-graduacao/PPGEL/detalhes-do-curso?id=1511

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Navegando Doutorado em Estudos Linguísticos por Autor "Archanjo, Renata"

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    A internacionalização do ensino superior no Brasil: uma proposta de matriz multidimensional de (auto) avaliação
    (Universidade Federal do Espírito Santo, 2020-02-19) Amorim, Gabriel Brito; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; https://orcid.org/0000-0003-2882-520X; http://lattes.cnpq.br/4829708059863489; Gimenez, Telma Nunes; https://orcid.org/0000-0001-6143-3895; http://lattes.cnpq.br/3089947385390266; Furlan, Claudia Jotto Kawachi; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/7226263950843874; Ferraz, Daniel de Mello; https://orcid.org/0000000284832423; http://lattes.cnpq.br/1090255590865526; Archanjo, Renata; https://orcid.org/0000-0001-7591-7137; http://lattes.cnpq.br/2905168821962621
    The internationalization of higher education, understood as the process of integrating an international, intercultural or global dimension in the teaching, research and outreach services of higher education (KNIGHT, 2003) has been a central theme of discussion in the agenda of Brazilian higher education institutions (HEI) since the creation of the Science Without Borders (CsF) program, extinct in 2015. In addition to CsF, other government programs, policies and incentives for internationalization such as the Languages without Borders (IsF) and Capes PrInt programs have affected this process in Brazilian HEIs. According to researchers of the area (for example, LIMA; MARANHÃO, 2009) the internationalization process of Brazilian HEIs is still incipient, passive and reactive. Departing from Selasi’s views (2014) of identity and (inter) nationality as concepts inserted in multidimensional contexts considered from the perspective of experiences, Bloommaert’s views (2010) that internationalization is a consequence of globalization and that it generates both wealth and poverty, given that situated internationalization could mitigate the negative impacts of globalization, and from concepts from the assessment field (STUFFLEBEAM, 1968; 1971; RAUPP; REICHLE, 2003) which suggest that a contextualized and calibrated diagnostic assessment instrument is essential for the development of projects/programs, this thesis aims to construct a (self) assessment matrix of the institutional internationalization process in Brazil. The matrix was elaborated based on Knight (2004), Amorim and Finardi (2017) and Finardi et al. (forthcoming) as well as documents such as the FAUBAI Guidelines for Developing Language Policies for the Internationalization of Higher Education (2017), the EMI Guide 2018-2019 and the CAPES criteria for postgraduate studies. The proposed matrix comprises 86 indicators distributed in 3 the university pillars of Teaching, Research and Outreach, which, in turn, relate to 3 categories of analysis, namely: Language Policy, Academic Mobility and Internationalization at Home. From the analysis and triangulation of the dimensions and categories of the matrix, three possible classifications are suggested for the (self) assessment of the HEI, namely: Internationalized, Engaged and Emerging. In methodological terms this thesis is classified as mixed (CRESWELL, 2007) and the construction of the matrix was based on the methodology of development (RICHEY; NELSON; KLEIN, 1999; VAN DEN AKKER, 1999; BOTTENTUIT JÚNIOR, 2001). The pilot study, implemented at UFES, took place in two stages, the first related to the responses to the matrix and the second related to the feedback about the matrix. The results of the analysis of the matrix suggest that the 86 indicators reflect well the categories and dimensions proposed for the classification of HEI internationalization, although adjustments may be made in order to dismember or eliminate some indicators. The study concludes that the matrix represents an important contribution to the (self) assessment of the HEI. Besides that, the matrix represents a relevant unified instrument to enable HEIs to (self) assess the internationalization process within the triad - Teaching, Research and Outreach – in the categories of Language Policy, Academic Mobility and Internationalization at Home. The (self) assessment enabled by the matrix is expected to help HEIs to think of a more locally situated/relevant internationalization process without losing sensitivity to the global context.