4.1.1 Dilma 1 Government (2011 to 2014) and the Exclusion of Categories

The CS corpus was composed of 12 texts (UCI), separated into 90 text segments, with 75.56% utilization. From a total of 3,273 occurrences, 1,104 distinct words were observed, 738 of which appeared only once.

The first analysis was done using the word cloud produced by the software (Figure 1). Although it is a simpler textual analysis, it was considered appropriate to check it at the beginning of the research, because it allows a quick identification of the corpus' key words and may facilitate the comparison with the other groups.

Source: Prepared by the authors by processing the data in the IRAMUTEQ software.

Figure 1 Word cloud of selected extracts from the minutes of the SC, from 2011 to 2014 

In a first analysis, it is observed that the corpus is very descriptive, talking about scholarships, students, area, university, country, course, Capes and CNPq. The highlight is "undergraduate-sandwich", which shows the relevance of this type of scholarship in this program (about 75% of the scholarships), and the problem of English language proficiency. At a lower level, the highlights are President Dilma and the United States, the main destination country of the fellows.

The analyzed content was categorized, through a hierarchical descending classification, into 5 classes: Class 1 (22.1% of the text), related to Class 5 (20.6%); Class 4 (22.1%) related to Classes 2 (16.3%) and 3 (19.1%). As noted in Figure 2, the classes were grouped into two sub corpus: A and B. For each class, a list of words generated from the chi-square test (χ2) was computed.

Source: Prepared by the authors by processing the data in the IRAMUTEQ software.

Figure 2 representation of the dendogram by the prominent words in the minutes of the SC, from 2011 to 2014 

With the dendogram it was possible to visualize the classes and words of higher occurrence. To name the sub corpus and the classes, we observed the occurrences that appeared chi-square greater than 3.8 and p<0.05.

Based on the word list provided by the software, we named the indicated classes. Sub corpus A (42.7%), which we called "Development", is composed of Class 1 (Human Development) and Class 5 (Industry Development). Sub corpus B (57.4%), called "Program Management", is composed of Class 4 (English Proficiency) and a new branch consisting of Classes 2 (Private Sector) and 3 (Budget and Execution).

Class 1 (Human Development) is composed of words such as "outside" (x²=36.12, p<0.0001), "researcher" (x²=23.25, p<0.001), "scientist" (x²=15.02, p=0001), "institution" (x²=8.62, p=0.00331), "student" (x²=8.06, p=0.00453) and "youth" (x²=6.93, p=0.00846).

This class talks about the investment in the student, especially the young undergraduate, it also deals with the distribution of scholarships and cooperation agreements with foreign educational institutions. The class appeared more prominently in the year 2011, when talking about the conception of the program, officially launched only in December.

Class 5 (Development of Industry and Universities) is composed of words like "innovation" (x²=16.39, p<0.0001), "industry" (x²=16.39, p<0.0001) and "technology" (x²=4.08, p=0.04350).

This class talks about the internationalization of universities, about priority areas and about increasing the innovative knowledge of personnel from industries in the technology segment and attracting young scientific talents and highly qualified researchers to work in Brazil. This class was highlighted in 2011 and in 2012, when it was announced the exclusion of some subareas of the program, in particular, the Creative Industry.

Class 4 (English Proficiency) is composed of words like "language" (x²=23.25, p<0.0001), "test" (x²=11.09, p=0.00086), "English" (x²=7.62, p=0.00578) and "level" (x²=6.93, p=0.00848). This class speaks to the concern from the level about the lack of foreign language proficiency of Brazilian students, and was prominent in December 2011 and in 2013, the year in which English without Borders was created.

Class 2 (Private Sector) is composed of words such as "corporate" (x²=22.02, p<0.0001), "sector" (x²=9.66, p=0.00188) and "incentive" (x²=5.9, p=0.01513) and deals with the initial idea of the private initiative banking 25% of the program's scholarships, a fact that ended up not materializing. The theme was relevant in 2011 and early 2012.

Finally, Class 3 (Budget and Execution) is composed of words like "CNPq" (x²=28.14, p<0.0001), "CAPES" (x²=19.9, p<0.0001), "agency" (x²=27.84, p<0.0001) and "budget" (x²=4.59, p=0.03217) and deals with the execution of the program and the budget issue. Class 3 was especially prominent in 2012 and 2014 when the first budget constraint cited in the CS emerged.

From the Correspondence Factor Analysis (CFA), it was possible to perform association between words in the text, representing them in a Cartesian plane (see Figure 3).

Source: Prepared by the authors by processing the data in the IRAMUTEQ software.

Figure 3 factor representation of the content of the SC minutes, from 2011 to 2014 

Also in Figure 3, it is observed that Class 5 (Industry development), the main objective of the program according to the Decree that instituted it, is the farthest class in the center of the Cartesian plane, more distinct from all the others. It is also observed that Class 2 (Private Sector), related to Class 3 (Budget and Execution) in the dendogram, is quite distant from Class 1 (Human Development), as they bring distinct contents identified in the CHD, which seems a contradiction since the issues should have been interconnected.

Moving on to a deeper analysis of the texts and remembering that the CsF was officially launched in December 2011, one can notice that, in the minutes from 2011, the conception of the program is spoken of, always in a very positive way. In the minutes from 2012 to 2014, one can also notice the positive view of the program, which was always welcomed, with its importance emphasized or presented in a more descriptive way, without in-depth discussions.

In 2011 and early 2012, the interest of private enterprise in the program was also highlighted (Class 2) and the problem of foreign language proficiency (Class 4). In 2012, some questioning by the counselors began, but in fact to expand the program, which was the issue of the exclusion of the humanities area among those contemplated by the program:

Councilor Guilherme Cardoso Alves Velho registered the need to be attentive to diversity, and that projects and themes in the area of Social Sciences that have to do with issues of the country's development be contemplated in the Program (Minutes of the 59th Ordinary Meeting, 2012).

Months later the subject was dealt with by the same counselor:

Councillor Otávio Guilherme Cardoso Alves Velho pointed out the need to recognize the importance of social sciences in the development of science and technology in the country and to train specialists in relation to the countries to which students are sent, and also have an in-depth study of the research institutes of these countries. Another point is the diversification of destination countries and the study of the different development models available. (Minutes of the 60th Ordinary Meeting, 2012)

Still at the 60th Meeting, other problems begin to be pointed out within the Board of Governors, as "challenges to be overcome as those involving graduates of the Program" and the issue of taking advantage of credits, that involved the need for planning for Brazilian students to be referred to educational institutions that already had some kind of partnership with their home institution (Minutes of the 60th Ordinary Meeting, 2012). In any case, the overall assessment was still positive.

In December 2012, Capes announced the exclusion of some sub-areas of the program, such as the Creative Industry. And a concern that arises again in the meeting refers to the non-return of students to Brazil:

At the suggestion of the Attorney General and the Auditor, the CAPES Board of Directors published an Ordinance on the cases of students who for various reasons do not return to the country after the period of study. In general, these occurrences do not reach 1%, but they are expected to increase with the Science Without Borders Program (Minutes of the 61st Ordinary Meeting, 2012).

In March 2013, the English Without Borders program is announced, with the aim of trying to solve the problem of the lack of proficiency of most candidates for positions abroad, especially in undergraduate studies. In the factorial representation (Figures 6 and 7), one observes how Class 4 (Proficiency in English, marked in blue) was highlighted in December 2011 and in March 2013.

According to ^{Lingnau and Navarro (2021}), despite linguistic difficulties, Csf undergraduate students remained in foreign countries, ending the exchange period because of the focus on education, since research and extension were very compromised by the lack of proficiency of Brazilian students.

In March 2014, a budget restriction appeared for the first time in CS: "Regarding the 2014 budget, there was a need to request an additional credit of R $ 1,8 billion, to meet the Science without Borders and the Journal Portal" (Minutes of the 65th Ordinary Meeting, 2014).

This budgetary restriction seems to be part of the Brazilian economic crisis 2014-2017, resulting from a set of supply and demand shocks caused, according to some scholars, by procedures adopted under the "New Economic Matrix" (NME) which generated a high tax cost and led to a decrease in the growth capacity of the economy. NME, roughly, was a policy adopted as of 2011/12, of strong government intervention in the economy, which combined monetary policy of lowering the basic interest rate with fiscal policy of price control, targeted investments and grants (^{BARBOSA FILHO, 2017}). According to the Economic Cycle Dating Committee of the Getúlio Vargas Foundation, in the second quarter of 2014, the Brazilian economy formally went into recession, and per capita GDP fell by around 9% between 2014 and 2016.

In July 2014, the President of CAPES announced in CS the Science Without Borders II Program, which was included in PNPG 2011-2020 in December 2014.

In July 2014, it was observed at the 66th Ordinary Meeting the first and only time that the Csf was treated under the CS explicitly as part of a public policy of internationalization of Brazilian universities:

The President of CAPES highlighted the work for the internationalization of Brazilian universities, with emphasis on the project being elaborated by CAPES, at the request of the Minister of Education, which focuses on two facets: the first is the experience of Brazilian universities with the Science Without Borders Program; and the second refers to the experience of the country’s best graduate courses in internationalization (Minutes of the 66th Ordinary Meeting, 2014).

At this meeting, the president of CAPES also reported that the Brazilian graduate programs of excellence, with concepts 6 and 7, were consulted about the program and about what actions they expected from the government, and the most frequent responses were:

courses in a foreign language, mainly in English; exchange of students both in the Brazilian-foreign direction and in the opposite direction; better working conditions and greater ease of purchase of equipment; and, most importantly, the issue of flexibility in the hiring of national and mainly foreign staff (Minutes of the 66th Ordinary Meeting, 2014).

Based on the Ball model, in the context of influence, it is highlighted that perhaps the perception that it was a policy of internationalization of education took place late, since the program started in 2011, with a policy created and implemented abruptly, without having been well planned, having emerged in the Presidency of the Republic without having been sufficiently discussed with Capes, Cnpq and universities. The subject was already being discussed within the CTC-ES, as we will see below, since November 2012, a more technical board, formed primarily by members of the academic community.

^{Manor (1999}) explains that there is often an exaggerated centralization in the planning process in developing countries, lacking articulation between the agencies responsible or even having conflicts between the agencies. ^{Najam (1995}) also explains that developing countries have greater technical, financial and cultural difficulties in the process of planning and implementing public policies. Firstly, because in these countries the political system, the state and civil society are not well articulated or functioning properly. Then because the lack of resources limits its ability to give continuity to public policies so that they have effective results. And finally, there is a lack of trained human resources, equipment, experience and technical competence of the agencies responsible for planning public policies well.

According to ^{Oliveira (2006}), in Brazil there is a lot of emphasis on planning as a way to try to control the economy, "instead of seeing it as a decision-making process built politically and socially with the various stakeholders and affected by the decision". Thus, the planning of public policies should be seen not only as a technical product, but as a process, whose importance is given mainly in the implementation, that it is precisely how policies change as they move from administrative directives to practice.

4.1.2 Dilma Government 2 (January 2015-May 2016)

The highlight of the SC minutes in this period revolves around the term "evaluation", as seen in Figure 4. This is to be expected, since the first phase of the program had just ended, but the way the program was handled was not in terms of policy improvement, but questioning about its relevance, that is, in the contexts of results or effects and Ball’s political strategy. The highlight is also the PIBID program, aimed at basic education.

Source: Prepared by the authors by processing the data in the IRAMUTEQ software.

Figure 4 Analysis of similarity of the SC’s minutes, in Dilma’s government 2 

Analyzing the content by categories, it is observed that the main theme in this period was the Class 3 (Budget and Implementation). In the context of the economic crisis started in 2014, it was announced in CS in March 2015 that the goal of 100,000 scholarships had been reached, for the first time within the board, was reported the problem of indebtedness of the program referring to late payments still 2014 to international partners: "CAPES owes 100 million dollars to the United States and universities are already retaining students' school records" highlighting Class 3 (Budget and Implementation).

Moreover, it was said that such problems had not yet been reported to the Minister of Education and the President of the Republic: "the Director expressed her impression that the problem was not reaching Minister Aloizio Mercadante and President Dilma Rousseff". The Cnpq signaled the same problem:

The President of Cnpq, Hernan Chaimovich Guralnik, noted that, for the time being, Cnpq is managing to pay the scholarship holders who are abroad, for two or three months, but if the debts are not honored, will not be able to continue paying (Minutes of the 69th Ordinary Meeting, 2015).

According to ^{Manços (2017}, p. 122), the initial cost to pay the R$ 3 billion scholarships was "extrapolated more than three times, generating doubts and criticism regarding the efficiency of the project and budget sources".

In October 2015, the CS was presented with the Synthesis of the Midterm Monitoring Seminars of the National System of Postgraduate Studies (SNPG). Such seminars brought together at CAPES 3280 post-graduate coordinators to perform a postgraduate analysis in 2013 and 2014. On the Csf, the report suggested that: "in addition to sending undergraduate students, it should be rethought towards stronger cooperation with teachers, with programs and with networks to help improve the quality of evaluation" (Minutes of the 70th Ordinary Meeting, 2015). At the same meeting of the SC, it was suggested that, for a better application of resources, an evaluation of the Csf and the Institutional Program of Teaching Initiation Scholarship - PIBID be carried out, relating the Csf to a program for basic education:

There has also been a request for the Science Without Borders Program to be changed so that universities can participate more actively. It was proposed to discuss the budget, with the participation of the academic and scientific community, with which the President of Capes agreed (Minutes of the 70th Ordinary Meeting, 2015).

In February 2016, at an extraordinary meeting of the SC, a crucial discussion took place for the Csf, when its relevance to the internationalization of Brazilian science was questioned:

Open to speak, the Counsellors asked for clarification and gave suggestions. As many spoke about the need to evaluate the cost-benefit of the Science Without Borders Program, it was clarified that the program is suspended and is being evaluated by Capes and Cnpq to establish the new directions to be followed, within what actually contributes to the internationalization of Brazilian science (Minutes of the 2nd Extraordinary Meeting of the Superior Council, 2015; Emphasis added).

At the same meeting, the then president of Andifes, pointed out that "the PIBID represents about 20% of the value of the Science Without Borders Program (sic), and that is a very important instrument to tackle one of the most relevant problems that the country has to face, which is the issue of teacher training" (Minutes of the 2nd Extraordinary Meeting of the Superior Council, 2015). For her, she should evaluate the PIBID, linking it to the policy of teacher training, and "focus on not spraying public resources on programs that are not focused on very well consolidated policies" (Minutes of the 2nd Extraordinary Meeting of the Board of Governors, 2015).

In this set of minutes of the Dilma 2 government, there was no mention of the issue of language proficiency (Class 4) or the development of industry (Class 5). The focus was certainly on the budget issue (Class 3).

The private sector (Class 2) was quoted only once in the following terms:

Ricardo Menna Barreto Felizzola considered that for the business sector the Science Without Borders Program is essential for the opportunity given to citizens to leave the country and return with more critical vision. On the other hand, the training of personnel for basic education is a priority, because it is the people with this level of education who are responsible for the production in the factories (Minutes of the 2nd Extraordinary Meeting of the Superior Council, 2015).

Based on the cycle of public policies of Ball, the speech of the counselor leads to thinking about the relationship between education and work, more specifically about the projects of a country that are considered in regard to these two factors. In addition, it is appropriate to question, in the context of results/effects and political strategy, why the program was suspended, and not reoriented and resized.

Despite the criticism received and the necessary corrections, many authors pointed out positive results of Csf, as Chichoski, Rubin-Oliveira, Teixeira (2018), who analyzed how the internationalization experience in the program resulted in the human development of undergraduate students. On the other hand, ^{Mcmanus and Nobre (2017}) verified the positive impact of Csf on the entrance of graduates in graduate programs (more than 20% of undergraduate students from Csf compared to 5% of students with similar performance in ENEM but who did not participate in the program).

Another highlight was that in 2015, the program was selected by the Federal Senate’s Committee on Science, Technology, Innovation, Communication and Informatics in the evaluation of public policies for human resources training, with a report with a good evaluation of the program as the final product. To this end, the committee contracted a survey, conducted in 2015 by Datasenado, with the beneficiaries of the program. Among the 14,627 students who responded to the survey, 92% said they were satisfied with the program, 57% said they stimulated interest in the research, and 53% said it increased their dedication to studies. In addition, 58% considered that the program provided fluency in the language of the country where they studied, 67% believe that it stimulated academic contact with other institutions abroad after the end of the exchange and 68% said that they were able to pass on the knowledge acquired to teachers and students in Brazil (^{BRASIL, 2015a})

In the final report of the commission, although implementation problems were highlighted, due to the sudden way in which the Csf was planned and executed, the contribution of the Csf in the process of internationalization of Brazilian higher education and in the field of science and technology was defended:

The number of foreign students at US universities is one of the most relevant indicators of the level of internationalization of higher education in other countries. (...) Brazil was the country that grew the most [regarding the number of students in American universities] in the range (78%, against 10% of the average), jumping from the 10th to the 6th position. The breakthrough was undoubtedly the product of Csf. To allow this impulse to weaken would be unfortunate for the internationalization of Brazilian higher education and for the development of CT&I in our country (^{BRASIL, 2015b}, pp. 40-41).

Although it pointed out several suggestions for improvement, the commission defended the continuity of the program, pointing out how its merits have managed to extend internationalization to undergraduate education, encouraging the apprehension of new knowledge and the adoption of new educational methodologies and practices, and diversifying the list of countries with which Brazil maintains student exchange. This is how the final recommendations of the committee were put forward, among others:

1. to promote the continuity of Science without Borders: even if one considers the moment of fiscal difficulties in the country, minimum resources must be guaranteed, not only to honor the obligations already assumed by stock exchanges and national and international partners, but also for the award of new grants, in order to enhance strategic projects for the development of the country;

2. Ensure that the Csf sets itself up as a state policy, not just a government policy, (...)

4. In relation to scholarships abroad, give priority to the award of postgraduate scholarships, in the full doctorate, sandwich doctorate, post-doctorate and master’s degree modalities, without failing to contemplate undergraduate studies; (...) (^{BRASIL, 2015b}, p.62)

Despite all this, the program was suspended, with the first scholarships to be officially suspended. The explanation may be based on the finding of ^{Mcmanus and Nobre (2017}) that 52% of the program’s graduate-sandwich scholarship holders came from families with incomes of up to six minimum wages and 75% up to 10 minimum wages. In the survey, they showed the results of a CAPES questionnaire applied to Csf graduates who received 62,000 responses, among which 31% had attended high school in public schools and 20% in private schools with scholarships.

Thus, the program seemed to break a logic of education as a reproductive of social inequalities, as suggested by ^{Bourdieu and Passeron (2011}), when taking abroad students of lower income. In this sense, Jesse de ^{Souza (2009}) talks about the success of the individual in the current society directly linked to the knowledge he possesses (corresponding to the "cultural capital" of Bourdieu) and questions the fact that public schools, most of them fail in the task of offering poor young people objective opportunities for socio-economic development.

In the case of Csf, one could understand that the program would be a way for the state to offer people with economic hypo-sufficiency the opportunity to obtain a privileged type of knowledge, in the best universities abroad, however, in the Superior Council of Capes, there was the orientation that the country needs in its industries only workers with basic level of education, which seems to reinforce the division of education that treated ^{Saviani (2007}): one for the ruling class (owners) and another for the dominated (non-owners).

In addition, it should be noted the thesis of ^{Bourdieu and Passeron (2011}) that the main criterion for selecting students to go to higher education is the linguistic capital, of which the family has fundamental importance for the construction. Linguistic capital is what makes it possible to decode signs and assimilate knowledge. It is interesting to compare this problem that hinders access to education for the less favored classes with the problem of foreign language proficiency in Csf.

Moreover, ^{Borges (2015}) points out that the problem of the lack of foreign language proficiency in Csf exposed the deficiencies in Brazilian education, especially in basic education, whose language teaching is still precarious. The problem seems to get worse in the public school system.

4.2.1 Dilma Government 1 (2011-2014) From the Perspective of CTC-ES

Within the CTC-ES, there is a greater emphasis on the educational part, institutions, students, research, knowledge and (not) participation of human areas in the program, as shown in Figure 5. Still in 2011, the President of CAPES also already dealt with the concern of institutions with the lack of the area of Humanities in the program: "The President reassured the areas of Human and Social Sciences that are not included in the Science Without Borders Program, but have maintained and reinforced the normal programs of CAPES and Cnpq." (Minutes of the 129th Meeting of the CTC-ES, 2011).

In April 2013, the community’s inquiry about the exclusion of certain areas in the program again emerged: "Design, Industrial Design and Architecture are included in Science without Borders, however, there is the exclusion of certain courses that do not explicitly have the technological bias required by the program" (Minutes of the 145th Meeting of the CTC-ES, 2013).

Despite the criticism received in this regard, ^{Manços (2017}) shows that Csf, although restricted to the areas of technology and engineering, generated a positive effect by increasing the supply of scholarships abroad in all areas, including Human Science. In addition, the program did not withdraw resources from the scholarships in the country, as many questioned, with a supplementary budget for it.

Source: Prepared by the authors by processing the data in the IRAMUTEQ software.

Figure 5 word cloud of selected excerpts from the minutes of the CTC-ES, from 2011 to 2014 

As can be seen in Figure 5, these minutes did not deal, for example, as expected, with budgetary issues. This difference in relation to the CS is due to the CTC-ES being a more technical board, formed mostly by university professors, with more practical or technical treatment of the issues. Note a highlight for Class 1 (Human Development), which permeates the entire text, and Class 3 (Budget and Implementation), as regards the implementation of the program.

It was in August 2011 that Csf was cited for the first time in the minutes of the CTC-ES meetings, when the then president of Capes reported the feasibility of implementing the program scholarships in Capes (Class 3 - Budget and Implementation): "Specifically for CAPES, there will be 40,000 scholarships, which is considered feasible since the Agency has a long tradition in the field of scholarships abroad. In the last six years, 25,000 scholarship holders have been funded abroad" (Minutes of the 128th Meeting of the CTC-ES, 2011). It is worth remembering that at that time Brazil was going through a good economic phase, with available resources.

In October 2011, the president of Capes commented on the expertise of Capes (Class 3) in awarding undergraduate sandwich scholarships, larger than that of Cnpq, and on the need for university cooperation, particularly with regard to the recognition of credits earned externally. He also set out the basic rules of the program, which included: "the minimum score on the TOEFL exam for languages; for institutions that use Enem, students with more than 600 points; students who came from the Mathematical and Science Olympics; who are preferably also scientific initiation, etc." (Minutes of the 130th meeting of the CTC-ES, 2011).

In March 2012, the then director of International Relations of Capes expressed concern to evaluate the program and suggested: "the inclusion in the evaluation of items that value the sandwich doctorate and indication, for each area, of a person to monitor the implementation of the Csf Program" (Class 3; Minutes of the 134th Meeting of the CTC-ES, 2012).

In May, the same director pointed to the possibility of honoring graduate programs that use more and better doctoral-sandwich scholarships. "It was thought to grant a scholarship in the country to every doctoral student sent abroad. The measure aims to help meet the goals of the Science Without Borders Program" (Class 3; Minutes of the 136th Meeting of the CTC-ES, 2012).

In November 2014, it was announced the inclusion of the grant modality for Professional Masters in the scope of the program: "a pilot project was created to serve as a shorter alternative to the full doctorate, which enables students, in less time, to enter the labor market" (Minutes of the 155th Meeting of the CTC-ES, 2014). At the time, about 700 scholarships were awarded to the United States in this mode.

Regarding the educational issue, we highlight the concern with foreign language proficiency (Class 4):

The major concern is the issue of language, specifically the domain of English, the qualification of students to take the TOEFL test, international minimum requirement, mainly for undergraduate-sandwich candidates and full doctorate (Minutes of the 128th Meeting of the CTC-ES, 2011).

In November 2012, the program is treated for the first time as part of a policy of teaching internationalization. And the president of Capes said that Csf "is already changing the internationalization culture in Brazilian universities, still very precarious. There are cases of undergraduate students who have already received invitations to complete their doctorate at foreign institutions, so the impact on the future will be considerable" (Minutes of the 141^st Meeting of the CTC-ES, 2012).

On the subject, ^{Manços e Coelho (2017}) concluded that, despite the difficulties of articulation with universities, the program was positive for increasing the international visibility of Brazilian higher education and for enabling the insertion of Brazilian educational institutions in international cooperation research programs.

In March 2014, the president of Capes treats Csf as the focus of the university’s internationalization policy (Class 5 - University Development). "In the case of federal universities, the plan should be tied to the priorities of Science without Borders and other priorities of the MEC and the institutions themselves" (Minutes of the 151th Meeting of the CTC-ES, 2014). The counselors showed concern about the possibility of the milestones of the internationalization plan to be established based on Csf since it does not include the areas of humanities, which may represent a loss for these areas. (Minutes of the 151^st Meeting of the CTC-ES, 2014).

In September 2014, the president of Capes highlighted the importance of educational institutions providing industry training (Class 5 - Industry Development), especially in technological areas. And he reiterated that one of the paths to internationalization is the experience of the Science Without Borders Program, in addition to stressing "the importance of companies and industry in the internationalization of universities, a type of cooperation little developed in Brazil" (Minutes of the 154^th meeting of the CTC-ES, 2014).

4.2.2 Dilma Government 2 (January 2015 to May 2016) From the Perspective of the CTC-ES

In this period, there were only two meetings of the CTC-ES, but it is already possible to notice a turn in the treatment of the issue. In March 2015, the Director of Evaluation of Capes spoke about the budgetary restrictions imposed by the government and the delays in payments of the program (Minutes of the 157th Meeting of the CTC-ES, 2015).

In June, the new president of Capes expressed his desire to "see a greater performance of universities in sandwich graduation, in order to accompany students, besides facilitating the absorption of credits abroad" (Minutes of the 159th Meeting of the CTC-ES, 2015). And it was nothing more about the program, which seems to have ceased to be the focus of interest of the council.