Internacionalização da pós-graduação no Brasil: lógica e mecanismos
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/143491 |
Resumo: | Along the past two or three decades, the international dimension has become an integral part of education activities and scientific research, giving rise to the notion of internationalization. In this article, the internationalization rationale and mechanisms implemented by the top graduate programs in Brazil those which have received scores 6 and 7 in the 2010 triennial evaluation of recognized graduate programs are examined. Graduate directors of 322 programs were asked to respond to a web questionnaire organized in three content sections that deal with different aspects of their internationalization efforts, namely: meaning(s) and justifications; strategies, initiatives and partners; and facilitating and inhibiting factors. After validation, 66 remained valid questionnaires and form the dataset used to develop the study. A prevalence of an activity-oriented conception of internationalization was detected amongst those programs. Outward mobility is seen as the main mechanism to boost international experience, network building and research collaboration. Albeit incipient, initiatives to attract foreign scholars and efforts towards “internationalization at home” are gaining momentum. The presence of faculty members who are trained abroad, and can mobilize their networks to establish scientific exchanges and partnerships, is considered a key condition for internationalization. However, the lack of a national strategy, appropriate administrative systems and institutional policies in most Brazilian higher education institutions hamper the development of those connections into more meaningful and sustained cooperation. |
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Internacionalização da pós-graduação no Brasil: lógica e mecanismosInternationalization of graduate education in Brazil: rationale and mechanismsGraduate education in BrazilResearch trainingInternationalization of higher educationPós-graduação no BrasilFormação de pesquisadoresInternacionalização do ensino superior Along the past two or three decades, the international dimension has become an integral part of education activities and scientific research, giving rise to the notion of internationalization. In this article, the internationalization rationale and mechanisms implemented by the top graduate programs in Brazil those which have received scores 6 and 7 in the 2010 triennial evaluation of recognized graduate programs are examined. Graduate directors of 322 programs were asked to respond to a web questionnaire organized in three content sections that deal with different aspects of their internationalization efforts, namely: meaning(s) and justifications; strategies, initiatives and partners; and facilitating and inhibiting factors. After validation, 66 remained valid questionnaires and form the dataset used to develop the study. A prevalence of an activity-oriented conception of internationalization was detected amongst those programs. Outward mobility is seen as the main mechanism to boost international experience, network building and research collaboration. Albeit incipient, initiatives to attract foreign scholars and efforts towards “internationalization at home” are gaining momentum. The presence of faculty members who are trained abroad, and can mobilize their networks to establish scientific exchanges and partnerships, is considered a key condition for internationalization. However, the lack of a national strategy, appropriate administrative systems and institutional policies in most Brazilian higher education institutions hamper the development of those connections into more meaningful and sustained cooperation. Nas últimas duas ou três décadas, a dimensão internacional tornou-se parte integral da educação de nível superior e da pesquisa científica, motivando a emergência da noção de internacionalização. Neste artigo, a lógica e os mecanismos de internacionalização implementados pelos programas de pós-graduação (PPGs) que receberam notas seis e sete na Avaliação Trienal 2010 promovida pela Capes são examinados. Ao todo, 322 coordenadores de programas de pós-graduação foram convidados a responder a um questionário web organizado em três seções que lidavam com diferentes aspectos dos esforços de internacionalização empreendidos pelos programas que coordenavam, quais sejam: concepções e justificativas; estratégias, iniciativas e parceiros; fatores facilitadores e inibidores. Após validação, restaram 66 questionários que forneceram os dados empíricos de base deste estudo. Entre os PPGs brasileiros de excelência, identificou-se a prevalência de uma concepção de internacionalização orientada a atividades: a mobilidade acadêmica para o exterior é vista como o principal mecanismo de acesso à experiência internacional, à formação de redes e ao estabelecimento de colaborações internacionais em pesquisa. Embora incipiente, iniciativas para atrair pesquisadores estrangeiros e outros esforços de internacionalização em casa estão ganhando força. A presença de docentes formados no exterior, capazes de mobilizar suas redes externas para estabelecer intercâmbios e parcerias científicas é considerada condição chave para a internacionalização da pós-graduação e da pesquisa no Brasil. Porém, a falta de uma estratégia nacional e de sistemas administrativos e políticas institucionais adequados na maioria das instituições de ensino superior do país obstaculizam o desenvolvimento desses laços em um processo mais significante e sustentado de cooperação científica internacional.Universidade de São Paulo. Faculdade de Educação2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/14349110.1590/s1517-9702201706161579Educação e Pesquisa; v. 44 (2018); e161579Educação e Pesquisa; Vol. 44 (2018); e161579Educação e Pesquisa; Vol. 44 (2018); e1615791678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/143491/138171https://www.revistas.usp.br/ep/article/view/143491/138172Copyright (c) 2018 Educação e Pesquisainfo:eu-repo/semantics/openAccessRamos, Milena Yumi2018-05-18T13:02:02Zoai:revistas.usp.br:article/143491Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2018-05-18T13:02:02Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos Internationalization of graduate education in Brazil: rationale and mechanisms |
title |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos |
spellingShingle |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos Ramos, Milena Yumi Graduate education in Brazil Research training Internationalization of higher education Pós-graduação no Brasil Formação de pesquisadores Internacionalização do ensino superior |
title_short |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos |
title_full |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos |
title_fullStr |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos |
title_full_unstemmed |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos |
title_sort |
Internacionalização da pós-graduação no Brasil: lógica e mecanismos |
author |
Ramos, Milena Yumi |
author_facet |
Ramos, Milena Yumi |
author_role |
author |
dc.contributor.author.fl_str_mv |
Ramos, Milena Yumi |
dc.subject.por.fl_str_mv |
Graduate education in Brazil Research training Internationalization of higher education Pós-graduação no Brasil Formação de pesquisadores Internacionalização do ensino superior |
topic |
Graduate education in Brazil Research training Internationalization of higher education Pós-graduação no Brasil Formação de pesquisadores Internacionalização do ensino superior |
description |
Along the past two or three decades, the international dimension has become an integral part of education activities and scientific research, giving rise to the notion of internationalization. In this article, the internationalization rationale and mechanisms implemented by the top graduate programs in Brazil those which have received scores 6 and 7 in the 2010 triennial evaluation of recognized graduate programs are examined. Graduate directors of 322 programs were asked to respond to a web questionnaire organized in three content sections that deal with different aspects of their internationalization efforts, namely: meaning(s) and justifications; strategies, initiatives and partners; and facilitating and inhibiting factors. After validation, 66 remained valid questionnaires and form the dataset used to develop the study. A prevalence of an activity-oriented conception of internationalization was detected amongst those programs. Outward mobility is seen as the main mechanism to boost international experience, network building and research collaboration. Albeit incipient, initiatives to attract foreign scholars and efforts towards “internationalization at home” are gaining momentum. The presence of faculty members who are trained abroad, and can mobilize their networks to establish scientific exchanges and partnerships, is considered a key condition for internationalization. However, the lack of a national strategy, appropriate administrative systems and institutional policies in most Brazilian higher education institutions hamper the development of those connections into more meaningful and sustained cooperation. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/143491 10.1590/s1517-9702201706161579 |
url |
https://www.revistas.usp.br/ep/article/view/143491 |
identifier_str_mv |
10.1590/s1517-9702201706161579 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/143491/138171 https://www.revistas.usp.br/ep/article/view/143491/138172 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 44 (2018); e161579 Educação e Pesquisa; Vol. 44 (2018); e161579 Educação e Pesquisa; Vol. 44 (2018); e161579 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713812516831232 |