<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100113</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.55211</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The road(s) not taken and internationalization in Brazil: journey or destination?]]></article-title>
<article-title xml:lang="pt"><![CDATA[A(s) Estrada(s) Não Tomada(s) e a Internacionalização no Brasil: Jornada ou Destino?]]></article-title>
<article-title xml:lang="es"><![CDATA[La(s) ruta(s) no Tomadas y la Internacionalización en Brasil: Trayecto o Destino?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Gabriel Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Finardi]]></surname>
<given-names><![CDATA[Kyria Rebeca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Faculdade de Letras Departamento de Línguas e Literaturas de Línguas Estrangeiras]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo Cultura e Educação Departamento de Linguagens]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the pandemic. We conclude that the change of route/paradigm can be done more safely with the use of a(n) GPS/institutional self-analysis of the internationalization process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O objetivo deste artigo é discutir os possíveis rumos que a internacionalização do ensino superior no Brasil pode tomar em um cenário pós pandemia da COVID-19 a partir da autoavaliação institucional conforme proposta na matriz de Amorim (2020). Inspirados pelo poema de Robert Frost e pela metáfora da bifurcação no caminho, abordamos duas orientações da internacionalização do ensino superior, a saber: a de cooperação e a de competição. A revisão da literatura da área aponta uma possível mudança de paradigma (da competição para a cooperação) e a discussão proposta aqui conclui que essa mudança pode ser ampliada/acelerada no contexto pós-pandemia. O estudo é de cunho reflexivo e usa a metáfora do GPS para auxiliar a autoavaliação das instituições de ensino superior (IES) brasileiras nas duas estradas do poema, no contexto da internacionalização, a fim de orientar as IES em estradas ainda não trilhadas em face do contexto sem precedentes imposto pela pandemia. Concluímos que a mudança de rota/paradigma pode ser feita de maneira mais segura com o uso do GPS/autoanálise institucional do processo de internacionalização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El propósito de este artículo es discutir las posibles direcciones que la internacionalización de la educación superior puede tomar en Brasil en el escenario post pandemia COVID-19 a partir de la autoevaluación institucional como se propone en la matriz de Amorim (2020). Inspirados por el poema de Robert Frost y la metáfora de la bifurcación en el camino, abordamos dos pautas para la internacionalización de la educación superior, a saber: la cooperación y la competición. La revisión de la literatura en el área apunta a un posible cambio de paradigma (de la competición a la cooperación) y la discusión aquí propuesta concluye que ese cambio puede amplificarse/ acelerarse en el contexto pos pandémico. El estudio es reflexivo y utiliza la metáfora del GPS para ayudar a la autoevaluación de las instituciones de educación superior (IES) brasileñas en los dos caminos del poema, en el contexto de la internacionalización, con el fin de guiar a las IES en los caminos que aún no se han trazado en el contexto sin precedentes impuesto por la pandemia. Concluimos que el cambio de ruta/paradigma se puede hacer de manera más segura con el uso de un GPS / autoanálisis institucional del proceso de internacionalización.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[internationalization]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[self-assessment]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[internacionalização]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[autoavaliação]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="es"><![CDATA[internacionalización]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
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