As fronteiras nas políticas linguísticas para a internacionalização de universidades da região nordeste: documentos, práticas e (de)colonialidades

• Ano de defesa: 2025
• Autor(a) principal: Santos, Lucas Natan Alves dos
• Orientador(a): Santos, Elaine Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Letras
• Palavras-chave em Português: Linguística aplicada; Internacionalização; Políticas linguísticas; Idiomas sem fronteiras; (De)Colonialidades; Sul global; Documentos oficiais; Universidades brasileiras
• Palavras-chave em Inglês: Applied linguistics; Internationalization; Language policies; Languages without borders; (De)Colonialities; Global south
• Palavras-chave em Espanhol: Lingüística aplicada; Internacionalización; Políticas lingüísticas; Idiomas sin Fronteras; Sur global
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/23465

Since the late 20th century, the postmodern globalization process has been causing transformations in societies and their institutions. In the context of higher education, globalization stimulates the development of internationalization processes, which integrate an international dimension into the pillars of higher education institutions (HEIs) (Knight, 2020). However, internationalization in Brazilian higher education has been developed from a passive perspective, resulting in the perpetuation of colonialities phenomena (Quijano, 2002; 2005; Dussel, 1993; Veronelli, 2021) through the importation of approaches, theoretical models, and actions, such as academic mobility, which align with the hegemony of Global North countries (Lima; Maranhão, 2009; Moraes; Leal, 2021; Leal; Abba; Finardi, 2023). Furthermore, institutions have paid little attention to the development of language policies that support the internationalization process and are crucial for its implementation. In Brazilian HEIs, linguistic education and the development of language policies (LPs) aimed at internationalization are influenced by the National Andifes Network of Experts In Foreign Language - Languages Without Borders (Andifes Network LWB), what can be exemplified by the Recredentialing Notice no 29/2017, from the then Languages without Borders Program, and the requirement for the development and presentation of an institutional language policy as a mandatory condition for HEIs to remain in the EwB program (Brasil, 2016; 2017b; Gomes; Santos, 2023; Santos; Gregolin, 2023). Based on the above, with this research, I aim to investigate at what points the (de)colonialities of power, knowledge, and language, and the eye on the Global South, are addressed in the language policies and practices for the internationalization of universities in the Northeastern region, with emphasis on the Federal University of Sergipe (UFS). Methodologically, I align with a qualitative research approach grounded in interpretativist and exploratory paradigms (Moita Lopes, 1994; Paiva, 2019; Nunes, 2021), situated within the field of Critical/Transgressive/Global South Applied Linguistics (Pennycook, 2006; 2022; Silva Júnior; Matos, 2019). The object of study consists of 11 language policies from federal universities in the Northeast of Brazil and 4 practical policies from UFS. Among the findings of the analysis, I first highlight the still initial concern for developing more comprehensive language planning and policies for internationalization, including at the national level. Secondly, the results reveal significant attention given by HEIs, through their language policies, to democratizing access to language teaching and learning for the academic community. This includes the inclusion of other bodies, particularly individuals with disabilities, as part of a broader movement toward affirmative action and social justice within institutional and internationalization contexts. Moreover, I highlight a shift towards pluri/multilingualism in internationalization initiatives, moving away from the common monolingual focus that imposes the English language in this process. Lastly, the analysis presents directives that emphasize internationalization at home and comprehensive, citing, for example, partnerships with public basic education and the Global South, beyond the importance of addressing local issues prior to global concerns.