The road(s) not taken and internationalization in Brazil: journey or destination?

Abstract

The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the pandemic. We conclude that the change of route/paradigm can be done more safely with the use of a(n) GPS/institutional self-analysis of the internationalization process.

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

“…So, the authors urge to transform the whole system into what they call an alternative process of "internationalization otherwise". In this study we are, in a way, interested in the potential of VM to contribute to this "internationalization otherwise" that is more cooperative than competitive (De Wit, 2020;Amorim & Finardi, 2022;Finardi, Mendes, & Silva, 2022).…”

“…In this context, Virtual Mobility (VM), the only possible kind of academic mobility during the most critical stages of the pandemic, has gained new dimensions from where it stood before the pandemic.VM has made internationalization more viable and inclusive, especially to universities in the Global South , despite persisting barriers in terms of language, access to technology, and institutional support for VM (Stalivieri, 2020). Nevertheless, whether VM provides more opportunities for cooperation than physical academic mobility, considered to be very exclusive and competitive (Amorim & Finardi, 2022;De Wit, 2020), is yet to be seen. As borders reopen and physical academic mobility regains its regular and traditional flow, we wonder whether VM has come to stay and how it can contribute to a more cooperative and inclusive internationalization process.…”

The Academic Discourse of English Teachers on Internationalization During the ABRALITEC International Seminar

“…Borders Program], which promoted student mobility and exchange opportunities with a view to internationalizing science and technology advancements. In modern days, internationalization efforts are still strongly associated with student mobility, linguistic education as well as a number of interconnected categories Porcino, 2014;Santos;Guimarães, 2016;Silva, 2021;Amorim;Finardi, 2022;Silva, 2022;among others).…”