A internacionalização da educação superior na Bahia e suas potencialidades na formação continuada docente
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Data
2020-07
Autores
Orientador
Munhoz, Angélica Vier
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Resumo
A internacionalização do ensino superior tem ganhado força nas discussões acadêmicas, tendo em vista os impactos da globalização na educação. Nesse contexto, a formulação de estratégias como a formação continuada de docentes é um ponto crucial que poderá definir um processo sustentável de internacionalização das Instituições de Ensino Superior - IES. Esta pesquisa propôs analisar, junto a um grupo de professores, se e como a participação em ações de internacionalização na educação superior contribui na formação continuada dos docentes das instituições públicas baianas. A metodologia utilizada tem abordagem qualitativa, e, com base em seus objetivos, esta investigação é exploratório-descritiva. O campo de pesquisa é composto por IES públicas baianas que desenvolvem ações de internacionalização, e os sujeitos de pesquisa são docentes das IES pesquisadas que tiveram participação efetiva em experiências internacionais de formação continuada na educação superior no período de 2011 a 2019. Como instrumento de coleta de dados da pesquisa, foi utilizado um questionário com questões estruturadas. A análise dos resultados apresentados neste estudo revelou que a participação em ações de internacionalização na educação superior contribui efetivamente na formação continuada dos docentes das instituições públicas baianas, possibilitando aos pesquisados um crescimento pessoal e profissional diferenciado no que tange a: difusão do conhecimento; promoção da vivência intercultural; fortalecimento do desenvolvimento das atividades de ensino, pesquisa e extensão; e abertura para parcerias de pesquisa colaborativa e cooperativa com universidades estrangeiras. Além disso, a participação em ações internacionais de qualificação impactou sobremaneira nas práticas pedagógicas, as quais geraram um novo olhar para um ensino global e inovador. Contudo, os resultados da pesquisa também indicaram fragilidades no processo de internacionalização, no contexto das IES baianas pesquisadas. A análise ainda evidenciou, dentre outros pontos importantes, que as áreas de pesquisa e pós-graduação se destacam quanto à importância do apoio das IES, com vistas a alavancar a qualificação docente no que se refere à internacionalização. Acredita-se que a definição de uma política mais clara sobre o processo de internacionalização possa direcionar esforços para que a internacionalização da educação superior baiana seja um processo autossustentável, contínuo e enraizado nas instituições, tendo a formação continuada de docentes como um de seus focos.
The internationalization of higher education has been strengthened in academic discussions involving the impacts of globalization on education. In this context, designing strategies such as continuing education of professors is a central issue that may define a sustainable process of internationalization of Higher Education Institutions (HEI). By considering a group of professors, this research aims to analyze whether and how the participation in internationalization actions in higher education has contributed to continuing education of professors in public institutions in Bahia. The methodology employed is qualitative, and, in accordance with its objectives, this investigation is regarded as an exploratory-descriptive study. The research field consisted of public HEI in Bahia that have carried out actions of internationalization, and the research subjects were professors from the investigated HEI that effectively participated in international experiences of continuing education in higher education from 2011 to 2019. A structured questionnaire was used as an instrument for data collection. The analysis of the results found out in this study has shown that the participation in actions of internationalization in higher education has effectively contributed to continuing education of professors in public institutions in Bahia, thus favoring them with a distinct personal and professional development in terms of: knowledge diffusion; promotion of intercultural experience; increased development of teaching, research and extension activities; and availability to collaborative and cooperative research partnerships with foreign universities. Furthermore, the participation in international qualification actions has had a strong impact on the pedagogical practices, which generated a renewed look at a global, innovative way of teaching. However, the research results have also evidenced some weaknesses in the internationalization process in the context of the researched HEI in Bahia. Moreover, the analysis has pointed out, among other important issues, that the research and graduation areas have been highlighted as to the importance of HEI providing their support to leverage professors’ qualification when it comes to internationalization. It is believed that defining a clearer policy for the internationalization process may direct efforts to turn the internationalization of higher education in Bahia into a self-sustainable, continuing, institution-based process, by having the continuing education of professors as one of its focuses.
The internationalization of higher education has been strengthened in academic discussions involving the impacts of globalization on education. In this context, designing strategies such as continuing education of professors is a central issue that may define a sustainable process of internationalization of Higher Education Institutions (HEI). By considering a group of professors, this research aims to analyze whether and how the participation in internationalization actions in higher education has contributed to continuing education of professors in public institutions in Bahia. The methodology employed is qualitative, and, in accordance with its objectives, this investigation is regarded as an exploratory-descriptive study. The research field consisted of public HEI in Bahia that have carried out actions of internationalization, and the research subjects were professors from the investigated HEI that effectively participated in international experiences of continuing education in higher education from 2011 to 2019. A structured questionnaire was used as an instrument for data collection. The analysis of the results found out in this study has shown that the participation in actions of internationalization in higher education has effectively contributed to continuing education of professors in public institutions in Bahia, thus favoring them with a distinct personal and professional development in terms of: knowledge diffusion; promotion of intercultural experience; increased development of teaching, research and extension activities; and availability to collaborative and cooperative research partnerships with foreign universities. Furthermore, the participation in international qualification actions has had a strong impact on the pedagogical practices, which generated a renewed look at a global, innovative way of teaching. However, the research results have also evidenced some weaknesses in the internationalization process in the context of the researched HEI in Bahia. Moreover, the analysis has pointed out, among other important issues, that the research and graduation areas have been highlighted as to the importance of HEI providing their support to leverage professors’ qualification when it comes to internationalization. It is believed that defining a clearer policy for the internationalization process may direct efforts to turn the internationalization of higher education in Bahia into a self-sustainable, continuing, institution-based process, by having the continuing education of professors as one of its focuses.
Descrição
Palavras-chave
Internacionalização; Educação Superior; Formação Continuada; Docência; Internationalization; Higher Education; Continuing Education; Teaching
Citação
NEVES, Débora Valim Sinay. A internacionalização da educação superior na Bahia e suas potencialidades na formação continuada docente. 2020. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 jul. 2020. Disponível em: http://hdl.handle.net/10737/2926.