Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education

Abstract

This paper looks into specific cases related to the authors’ personal reflections and experiences with internationalization. They are analyzed from a decolonial perspective, taking into account the specificities of Brazilian public education. The thematic categories of analysis were: (1) the social aim/function of higher education, (2) the impact of internationalization processes on higher education, and (3) the myth of a universal language/planetary unity. It is paramount, especially in times of emergency like ours, that we reflect on the formative, social and political role of universities to respond to ontoepistemological crises such as the one we are immersed in at the moment.

Towards More Cooperative/Inclusive Internationalization: Insights from a South/North Virtual Mobility Project

“…After the pandemic, Woicolesco, Cassol-Silva and Morosini (2022) proposed using VM as an alternative to developing internationalization at home (IaH) in a more sustainable model of internationalization for Brazilian higher education institutions. Critical internationalization scholars (e.g., Jordão & Martinez, 2021;Chiappa & Finardi, 2021;Leal, Finardi, & Abba, 2022) argue that changes to internationalization should go deeper into its roots. The hegemonic view and practices of internationalization have been focused on developing high-quality global HEI that meet the demands and needs of a global society without questioning the ethical and political issues in its roots.…”

Global English: Neither a “Hydra” nor a “Tyrannosaurus Rex” or a “Red Herring” but an Ecology of Approaches Towards Social Justice

“…As an English teacher educator, researcher and engaged applied linguist concerned with social justice and who's been 'courting' decolonial perspectives on Global English (e.g., Jordão, 2014;Jordão & Martinez, 2021;Diniz de Figueiredo & Martinez, 2021;Guilherme & de Souza, 2019) specially and more recently in relation to the area that has become known as English for Academic Purposes (EAP) (e.g., Finardi, 2022;Finardi, França, & Guimarães, 2022), I was very provoked by David Block's claim that if applied linguists wish to redress social injustices, a different approach that included material/class/economic considerations would have to be used.…”

“…With that aim I invite authors from both sides/perspectives and the reader to consider whether these two approaches could be used in complementary ways to tackle social injustices reflected in or perpetrated by language practices. Having said that, I now invite the reader to revisit another text/metaphor offered by my colleagues Clarissa Jordão and Juliana Martinez (Jordão & Martinez, 2021) which inspired me to weave my considerations around my personal experience included here in the form of vignettes.…”

Entrelaces Da Internacionalização Da Educação Básica, BNCC E Língua Inglesa

“…Os debates e estudos acerca do tema de internacionalização educacional já existem há algum tempo nas instituições de ensino superior brasileiro (FINARDI et. al., 2020;MARTINEZ, 2021). Contudo, segundo Thiesen (2019;2021), esse processo vem se integrando às discussões e ações do ensino básico em um movimento com motivações predominantemente políticas e mercadológicas, que se fortalece mobilizado por influências de organismos multilaterais que operam em espaços e instâncias transnacionais.…”