Práticas de internacionalização na educação básica: análise do programa escolas interculturais de fronteira (PEIF)

• Ano de defesa: 2025
• Autor(a) principal: Cesaro, Celiane de
• Orientador(a): Nez, Egeslaine de
• Banca de defesa: Nez, Egeslaine de , Comar, Sueli Ribeiro , Morosini, Marilia Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Internacionalização; Educação básica; Práticas; Interculturalidade
• Palavras-chave em Inglês: Internationalization; Basic education; Practices; Interculturality
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:EDUCAÇÃO
• Link de acesso: https://tede.unioeste.br/handle/tede/7927

The internationalization of education has shown significant growth worldwide and is strongly associated with the globalization process. In recent years, several studies on the subject have emerged in Brazil, although most of them focus on higher education. Some Brazilian authors have addressed and researched internationalization in basic education: Brito, (2020); Thiesen, (2021); Woicolesco, Hatsek & Rosso, (2023). The first stage of this research consisted of constructing the State of Knowledge, a methodology that allowed the analysis of numerous investigations on the subject. Based on this preliminary survey, the general objective of the research was outlined: to understand the process of internationalization in basic education based on the Intercultural Border Schools Program (PEIF), implemented in two public schools located in a border region, one in Brazil and the other in Argentina. This case study involved two stages of data collection: questionnaires and semi-structured interviews with teachers from both countries who worked at the time the program was in operation. Content analysis was used in this research, with a qualitative and quantitative approach. The data presented by the teachers interviewed indicated satisfactory results in relation to the implementation of the PEIF, highlighting the development of bilingualism and interculturality, in addition to the partnership established with teachers and students from another country, which provided an enriching experience in the school routine. However, some difficulties were highlighted, such as the bureaucracy related to the teachers' weekly travel to another country and the lack of financial and pedagogical resources necessary to carry out the program's activities. Supported by intercultural experiences and some adversities, the PEIF is configured as a significant example of educational policy focused on internationalization in Basic Education.