INTERNATIONALIZATION IN DISPUTE: DYNAMICS, TENSIONS, AND POSSIBILITIES IN HIGHER EDUCATION AT THE FEDERAL UNIVERSITY OF RONDÔNIA FOUNDATION (UNIR/BRAZIL)

Abstract

This article analyzes the internationalization of higher education at the Foundation University of Rondônia (Unir), focusing on the Pedagogy program, with the general objective of examining how internationalization is incorporated into the program, based on the Pedagogical Course Project (PPC) and other institutional sources, in order to understand the current context, map the actions developed, and discuss their implications for teacher education. The study is grounded in the contributions of Jane Knight (2007), Hans de Wit (2011), and Marília Morosini (2019), who conceive internationalization as a strategic dimension of higher education. The research adopts a qualitative and exploratory approach, developed through a documentary method, with a corpus composed of the Pedagogy program’s PPC at Unir, institutional documents, and international cooperation agreements, analyzed using content analysis techniques. The results reveal an incipient process, characterized by weaknesses in institutionalization, lack of curricular integration, and low effectiveness of partnerships, indicating a misalignment between institutional discourse and practice. It is concluded that internationalization is predominantly formal, with limited formative impact, requiring its redefinition as a strategic, integrated, and critical institutional policy.