A internacionalização na Pós-Graduação da UEPB avanços e desafios avaliativos no programa de pós-graduação em literatura e interculturalidade

• Ano de defesa: 2025
• Autor(a) principal: Santos, Roberto dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Mestrado Profissional em Políticas Públicas, Gestão e Avaliação da Educação; UFPB
• Palavras-chave em Português: Educação superior - Políticas institucionais; Pós-graduação - Internacionalização; Mobilidade acadêmica; Avaliação da CAPES; Pós-graduação; Internacionalização da educação superior; Políticas institucionais; Postgraduate education; Internationalization of higher education; Institutional policies; Academic mobility; CAPES evaluation; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37264

The internationalization process, beyond representing one of the pillars for expanding strategies for quality in teaching and postgraduate education, innovation, and research, also prepares students for the global market, being a determining factor for the institutional reputation of Brazilian universities abroad. In this context, the main objective of this study was to analyze the internationalization strategies adopted by the Postgraduate Program in Literature and Interculturality (PPGLI), considering its successes, challenges, and recommendations for the program's future development. To develop the theoretical foundation, the study was based on the theme of internationalization, drawing on research published by various authors on the subject. The research adopts a qualitative approach, based on a documentary analysis of normative official records, such as: the UEPB Institutional Development Plan, National Postgraduate Plans, and the CAPES Evaluation Form for the 2027-2020 quadrennium. The work was organized to verify the applicability of the internationalization policy and the inferences proposed herein, through the investigation of internationalization indicators within the evaluation process. The results showed that, although the PPGLI demonstrates isolated initiatives for international engagement, such as participation in events and hosting foreign faculty, the need persists for the institutionalization of specific policies that promote academic mobility, expand internationalized scientific production, and strengthen global research networks. However, specific weaknesses were identified, including low participation in student mobility, difficulties with foreign language proficiency, and the need for greater institutional support. The analysis also revealed that budgetary challenges and the absence of an institutional center dedicated to internationalization limit the consolidation of these practices. It is concluded that the formulation of a strategic internationalization plan, with coordinated actions and clear goals, is essential to position the PPGLI more consistently in the international academic scenario. This conclusion supports the research product, elaborated as a technical report with suggestions to improve the UEPB internationalization process, based on the results obtained from the analysis of the program's evaluation form.