Os discursos acadêmico-científicos voltados à internacionalização dos programas de pós-graduação

Abstract

RESUMO Ações específicas de internacionalização do ensino da pós-graduação brasileira são, cada vez mais, recorrentes de acordo com as prioridades da gestão universitária. Nesse contexto, o objetivo deste estudo foi analisar os discursos acadêmico-científicos, voltados à internacionalização dos Programas de Pós-Graduação (PPGs), por meio de textos normativos das instituições oficiais financiadoras de pesquisa e pela percepção dos coordenadores de PPG da Universidade Federal do Tocantins (UFT). A pesquisa é caracterizada como qualitativa-quantitativa de cunho interpretativista, na qual utilizou-se de procedimentos investigativos de base documental, acrescidos de dados provenientes da aplicação de questionário junto aos PPGs da UFT. Os resultados apontam indícios do letramento autônomo nas práticas de internacionalização dos PPGs analisados, que têm como característica a concepção da escrita adequada a padrões estabelecidos.

Brazilian researchers’ activity in international publication: a comparative view between Applied Social Sciences and Engineering

“…Master's (8) and doctorate (6) theses supervisors were indicated as the primary sources of academic writing instruction. This data is consistent with the literature (Martinez & Graf, 2016;Motta-Roth, 2011;Sousa & Fuza, 2021), and confirms that academic literacy is taken for granted, given that policies to promote it in L1 are not in place.…”

“…For novices, particularly, becoming part of the community entails learning the adopted practices and following the established rules. Academic writing instruction is not a widespread practice in Brazilian tertiary education, even in Portuguese (Mello & Rodrigues, 2021;Sousa & Fuza, 2021). In most undergraduate and graduate courses, academic literacy in L1 seems to be taken for granted, as it is seldom offered as a subject.…”

“…Thus, strengthening their abilities in instructing students will certainly bring substantial benefits to their community. Sousa and Fuza (2021) investigated the documents and academic activities at a Brazilian public university concerning the institution's internationalisation efforts. The authors identified a key issue in the fact that academic literacy is not contemplated in their graduate and postgraduate programmes, either in L1 or L2.…”

“…Thus, the tools are not adequate to mediate the achievement of the goal. The literature indicates that in the absence of regular academic literacy and writing instruction (Sousa & Fuza, 2021), the most common interventions are short workshops (Ferreira, 2018) and support from theses supervisors (Martinez & Graf, 2016;Junaid, 2021). The former usually consist of pieces of advice from an experienced researcher who is successful at publishing, while the latter rarely promotes the autonomy of the novice researcher/ graduate student.…”

“…While the demands are set by the institutions, there are few -if any -mechanisms to mitigate problems from previous schooling. The development of writing, for example, is not a strong component of most curricula at the undergraduate level neither in L1 or L2 (Sousa & Fuza, 2021); therefore, students' poor writing abilities may be overlooked throughout the course.…”