ABSTRACT
Considering that the internationalization of educational institutions is materialized through the curriculum (Belli et al., 2018Belli, M., Heemann, C., Lacerda, L. L., Grazziontin, M., & Luna, J.M. F. (2018). A internacionalização do currículo e a Pedagogia da Autonomia de Freire: descendo a Torre de Babel. Todas as Letras, 20(1), 45-53.; Knight, 2004Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, 8(1), 5-31. https://doi.org/10.1177/1028315303260832
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), this qualitative approach study (Patton, 2002Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.) focuses on the context of professional and technological education (PTE) (Ramos, 2008Ramos, M. (2008). Concepção do Ensino Médio Integrado. https://tecnicadmiwj.files.wordpress.com/2008/09/texto-concepcao-do-ensino-medio-integrado-marise-ramos1.pdf (Acessado 24 de junho, 2024)
https://tecnicadmiwj.files.wordpress.com...
, 2010Ramos, M. (2010). Possibilidades e desafios na organização do currículo integrado. In G. Frigotto, M. Ciavatta, & M. Ramos (Eds.). Ensino médio integrado: concepção e contradições (pp.106 - 125). Cortez.). It aims to analyze how curriculum internationalization (CI) has been enabled at Instituto Federal Catarinense (IFC) through telecollaboration, as such telecollaboration acts as a facilitator of the contact between geographically distant students (O’Dowd, 2021O’Dowd, R. (2021). Virtual exchange: moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209-224. https://doi.org/10.1080/09588221.2021.1902201
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; Schaefer & Heemann, 2021Schaefer, R., & Heemann, C. (2021). A telecolaboração como facilitadora do diálogo intercultural no Instituto Federal Catarinense. Entrepalavras, 11 (3), e2228, 1-18. http://dx.doi.org/10.22168/2237-6321-32228
https://doi.org/http://dx.doi.org/10.221...
). The data were collected through a participant’s experience report and an interview. The study revealed that telecollaboration has provided, at IFC, a dialogue between people from different countries and cultures, fostering CI in the context of PTE. We maintain that telecollaboration can prepare PTE students for respectful and successful interactions with people from other cultural contexts in both personal and work settings.
Keywords:
curriculum internationalization; professional and technological education; telecollaboration; integral education