Short-term study abroad, often in the instructor-led model, is growing with 60% of students enrolling in programs of this length in 2012-13 (IIE, 2014). Higher education institutions’ mission statements often state that creating individuals who have an “international and global understanding” is a goal (Meacham & Gaff. 2006, p. 9). Study abroad is viewed as a premier vehicle to guide students to achieve this expanded worldview. Current education abroad research is not clear on whether intercultural sensitivity can be increased through a short-term, instructor-led program (instructor-led). Previous studies often use metrics focused solely on duration. This comparative focus has led to very little research on interventions that may enhance intercultural learning on instructor-led programs. This study examines 105 students on eight instructor-led programs and aims to demonstrate if intercultural learning can occur on an instructor-led program and what influence the instructor may have on this learning.
A organização do ensino secundário brasileiro, mantido pelo Estado, se inscreve no contexto dos debates sobre as finalidades do ensino secundário verificados na Europa, no século XIX. A criação do Imperial Collegio de Pedro II tinha entre outras, a meta de formar uma elite dirigente capaz de exercer as mais elevadas funções do Estado dignificando-o entre as nações mais ilustres e de assegurar o desenvolvimento do país. Os conhecimentos contemplados nos planos de estudos do colégio e a ênfase a eles atribuída, no período imperial, refletem o debate sobre a definição das finalidades do ensino secundário e a importância dos estudos clássico-humanistas versus científicos verificados em diversos países europeus, notadamente na França.
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