Resumo

PEREIRA, Lauro Sérgio Machado  e  SILVA, Kléber Aparecido da. The discursive representations about internationalization by teachers of English in continuing education. Rev. Educ. Questão [online]. 2021, vol.59, n.59, e-25293.  Epub 18-Abr-2022. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2021v59n59id25293.

In this article, we analyze the discursive representations on the internationalization of education by English teachers from the Federal Network of Vocational, Scientific and Technologica Education (FNVSTE) participating in the SETEC-CAPES/NOVA Continuing Education Program. Critical Discourse Analysis (FAIRCLOUGH, 2003; 2016) and Critical Internationalization (VAVRUS; PEKOL, 2015; STEIN, 2019), which find points of intersection in social change through discourse as a social practice and in the principles of ethics, equity, and social justice, guide the theoretical and methodological assumptions of this study. A structured online questionnaire was applied to a group of English teachers to enable data generation. The responses of the participating teachers signaled representations of internationalization based on beneficia aspects of the process, showing hegemonic and counter-hegemonic discourses. The study made it possible to understand that delimiting hegemonies and counter-hegemonies in the participating teachers’ discursive representations about internationalization is a complex task because hybrid and conflicting meanings coexist in these representations.

Palavras-chave : Internationalization of education; English language teachers’ education; SETEC-CAPES/NOVA.

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