Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica

Abstract

The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.

Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province

“…According to many previous studies [4][5][6][7][8][9][10][11][12][13][14][15], a range of factors relating to students' accomplishments during university are used to evaluate their future employability. These include academic literacy and cross-cultural communication.…”

Cultural Dimension in Internationalization of the Curriculum in Higher Education

“…This process of internationalization has a profound influence on the global ranking of higher education institutions (HEIs), as well as on increasing funding possibilities [4,5]. This poses profound new challenges [2,4,[6][7][8][9][10][11][12][13] and is shaped by a dynamic multiplicity of academic, but also political, economic, and sociocultural, factors, both within and outside each HEI [5,14]. For example, Duong and Chua [2] (p. 670) stated that "Maringe (2009) categorized five broad groups of internationalization strategies; namely, curriculum, student recruitment, staff recruitment, staff professionalization and funding".…”