Navegando por Autor "LEAL, Fernanda Geremias"

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    Contribuições para analisar a internacionalização da educação superior na América Latina
    (2019) LEAL, Fernanda Geremias; OREGIONI, Maria Soledad
    In this essay, we develop a critical, reflexive and decolonial analysis of the internationalizationparadigm that advances in the current global context of higher education. Our central argument is that this process is part the global capitalism structure as a historical social system and, as such, it follows its logic of accumulation. In ontological and epistemological terms, it is immersed in the cultural matrix of colonial power: under the foundation of a dominant global imaginary, it is based on the practice of hierarchy, legitimizing certain countries, universities and individuals as naturally superior in relation to others and favoring Eurocentric knowledge to the detriment of other forms of knowledge. Decolonizing the internationalization of higher education implies contemplating it from a situated perspective that is historical and contextual; that is, placing it in its own time and space and in rescuing what makes sense to the society in which it is integrated, with respect to its epistemic roots and historical conditions. The postcolonial/decolonial studies and the legacy of the Cordoba Movement –although limited to its specific historical context –provide clues in that direction toward Latin American higher education and base our argument.
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    Desenvolvimentos da internacionalização da educação superior no Brasil : da mobilidade acadêmica internacional à institucionalização do processo na universidade
    (2020) KNOBEL, Marcelo; LIMA, Manolita Correia; LEAL, Fernanda Geremias; PROLO, Ivor
    The purpose of this paper is to analyze the recent developments in the internationalization of Brazilian higher education, based on the main government programs aimed at promoting this process from 2011 to 2018. Specifically, three programs are addressed, with greater emphasis on the third: “Science without Borders (SwB)”, from 2011 to 2015; “Languages without Borders (LwB)”, started in 2012; and the “Institutional Internationalization Program (Capes-PrInt)”, started in 2018. The text is developed on the combination of bibliographic and documentary resources and sustains the following arguments: 1. In Brazil, the understanding of internationalization of higher education has evolved from a synonym for international academic mobility, centered on individuals, to a more comprehensive conception of the phenomenon, focused on the transformation of the university institution; 2. Despite the new directions, in the period in evidence, internationalization remains mostly linked to the State's developmental interests; 3. These directions signal that this process has consolidated in the country in a hegemonic way, aligned with the worldwide dominant perspective. After analyzing the three programs, the paper concludes with reflections raised by the perspective of internationalization recently proposed by the federal government to the Federal Higher Education Institutions (IFES) through 'Future-se', with emphasis on three aspects: the threat to the university's administrative autonomy; the interference by foreign bodies in the academic life of the institutions; and the pressures for self-financing due to the diversification of funding sources.
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    Indicadores de internacionalização: o que os Rankings Acadêmicos medem?
    (2018) LEAL, Fernanda Geremias; STALLIVIERI, Luciane; MORAES, Mário César Barreto
    One of the aspects that reflects the importance of the internationalization of higher education in the contemporary context is the creation of global academic rankings and the inclusion of internationalization indicators in these tools, which have significantly influenced university and government policies. In spite of the prestigious status acquired by the rankings, itsindicators still reflect a certain obscurity and, in this sense, they provoke debates about its capacity to measure educational quality. Considering thisscenario, the objective of this article is to analyze the main international and national academic rankings, focusing on indicators related to the internationalization of higher education. International research, in the form of publication, constitutes the most significant indicator of internationalization for the investigatedrankings, partly due to its quantitative character, which makes the transnational analysis feasible. In the absence of qualitative and contextualized analyzes, with indicators and weights adopted according to theoretical justifications, the rankings end up not contemplating the totality of the objectives and missions that pervade the universities around the world, nor the complexity inherent tothe concept of internationalization of higher education.
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    Indicadores de internacionalização: o que os Rankings Acadêmicos medem?
    (2018) LEAL, Fernanda Geremias; STALLIVIERI, Luciane; MORAES, Mário César Barreto
    One of the aspects that reflects the importance of the internationalization of higher education in the contemporary context is the creation of global academic rankings and the inclusion of internationalization indicators in these tools, which have significantly influenced university and government policies. In spite of the prestigious status acquired by the rankings, its indicators still reflect a certain obscurity and, in this sense, they provoke debates about its capacity to measure educational quality. Considering this scenario, the objective of this article is to analyze the main international and national academic rankings, focusing on indicators related to the internationalization of higher education. International research, in the form of publication, constitutes the most significant indicator of internationalization for the investigated rankings, partly due to its quantitative character, which makes the transnational analysis feasible. In the absence of qualitative and contextualized analyzes, with indicators and weights adopted according to theoretical justifications, the rankings end up not contemplating the totality of the objectives and missions that pervade the universities around the world, nor the complexity inherent to the concept of internationalization of higher education.
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    Para além do discurso dominante sobre a internacionalização da educação superior
    (2021) LEAL, Fernanda Geremias
    Research on internationalization of higher education has been predominantly non-theoretical and positivist rather driven towards the consecution of practical objectives than concerned with the structures in which internationalization operates, or its dilemmas and contradictions. Dr. Chrystal George Mwangi, an Associate Professor at the College of Education of the University of Massachusetts Amherst, United States, is one of the academic voices that has questioned the idea of internationalization as an ‘unconditional good’ as often emphasized by dominant political and academic discourses. In this interview, conducted in June 2020, Dr. George Mwangi reflects on internationalization of higher education from a critical approach, addressing issues such as the impact of choices on how to engage on this process; the challenges of being a scholar-practitioner in this field; and the role of internationalization in the Covid-19 pandemic context.