Internacionalização da educação superior: temáticas e contradições em teses e dissertações em educação no Brasil.

Abstract

The phenomenon of Internationalization in Higher Education has gradually gained prominence in Brazil in the National Postgraduate Plans (PNPG) and, despite the last PNPG (2010a), valid from 2011 to 2020, emphasizing research as a priority and international collaboration of Vital importance for scientific advancement, the area of Education deals with contradictions and disregard for public educational institutions. This research is part of this theme and was organized around the following problem question: which themes and contradictions about Internationalization in Higher Education are recurrent in theses and dissertations (T&D) of Postgraduate Programs in Education in Brazil? This is a bibliographical research that used the database provided by CAPES to locate the empirical material. The general objective was to understand the themes and contradictions set out in T&D on the Internationalization of Higher Education, defended between the years 2018 and 2022, in postgraduate programs in Education in Brazil. The specific objectives were to identify T&D; characterize productions in terms of geographic location; Higher Education Institution (HEI); guidance; postgraduate programs in education and evaluation score from CAPES (2017-2020 quadrennium); highlight the most recurrent themes covered; point out the main contradictions mentioned in the T&D based on the most recurrent theme presented, indicate the possibilities for overcoming the contradictions mentioned in the T&D. Among the procedures, the infometric instrument was used to identify the corpus, which begins with the survey of words and information registered in the CAPES Theses and Dissertations Bank. After characterizing the corpus and highlighting the most recurrent themes, the dialectical perspective allowed us to point out the contradictions, indicating the highlighted possibilities for overcoming the contradictions. In relation to the main findings, we highlight that the university emerges intertwined with concepts and strategies aimed at the internationalization of higher education in a context of multiple and contradictory interests, just as T&D indicates that education researchers resist a Globally Structured Agenda for Education. The findings enable us to prove the thesis that T&D on the internationalization of higher education in postgraduate programs in education consider diverse educational themes in the context of multiple and contradictory interests and privilege knowledge that converges towards an autonomous agenda of university cultural diplomacy in the face of logic imposed by the Globally Structured Agenda for Education.