<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242022000100216</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v8i0.8659242</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Programa Ciência sem Fronteiras nas Atas dos Conselhos Superiores da CAPES: Desenvolvimento e Suspensão da Política Pública de Mobilidade Estudantil na Graduação]]></article-title>
<article-title xml:lang="es"><![CDATA[El Programa Ciencia sin Fronteras en las Actas de los Consejos Superiores de la CAPES: Desarrollo y Suspensión de la Política Pública de Movilidad Estudiantil de Grado]]></article-title>
<article-title xml:lang="en"><![CDATA[The Science Without Borders Program in the Minutes of CAPES Superior Councils: Development and Suspension of Public Policy on Student Mobility at Undergraduate Level]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Viviane Xavier de Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eichler]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></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>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242022000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242022000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242022000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho teve como objetivo analisar a política pública de mobilidade estudantil na graduação, que ocorreu por meio do Programa Ciência Sem Fronteiras - CsF, implantada em 2011 e suspensa oficialmente em 2016. A pesquisa, de caráter exploratório, analisou as 20 atas do Conselho Superior e as 40 atas do Conselho Técnico Científico da Educação Superior da CAPES, órgão gestor do programa, publicadas de janeiro 2011 a maio de 2016, separando-as nos dois mandatos do governo Dilma. De forma híbrida, utilizaram-se a análise textual e a análise de conteúdo, sendo que a primeira evidenciou, com apoio do software Iramuteq, cinco classes a partir da Classificação Hierárquica Descendente: Desenvolvimento Humano; Setor Privado; Orçamento e Execução; Proficiência em Inglês; e Desenvolvimento da Indústria e das Universidades. Assim, à luz da teoria do ciclo de políticas públicas de Stephen Ball, buscou-se discutir por que a política pública de mobilidade estudantil na graduação foi suspensa e não reorientada ou reformulada. Evidenciou-se uma mudança de entendimento por parte dos conselhos da CAPES acerca do programa conforme havia mudanças de governo para, por fim, entenderem que, para desenvolver a indústria (um dos principais objetivos do CsF segundo o Decreto que o instituiu), deveria se focar não no desenvolvimento de estudantes em nível de graduação, mas em nível básico, pois seriam pessoas com essa formação de que precisariam para ocupar as fábricas. O Ministério da Educação chegou a sugerir priorizar ações de mobilidade de alunos de ensino médio, mas isso não chegou a se concretizar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como objetivo analizar la política pública de movilidad estudiantil de grado, que ocurrió a través del Programa Ciencia sin Fronteras - CsF, implementada en 2011 y suspendida oficialmente en 2016. La investigación exploratoria analizó las 20 actas del Consejo Superior y las 40 actas del Consejo Técnico Científico para la Educación Superior de la Capes, el órgano de gestión del programa, publicadas entre enero de 2011 y mayo de 2016, separándolas en los dos términos de gobierno de Dilma. De manera híbrida, se utilizaron el análisis textual y el análisis de contenido, de los cuales el primero evidenció, con el apoyo del software Iramuteq, cinco clases a partir de la Clasificación Jerárquica Descendiente: Desarrollo humano; Sector Privado; Presupuesto y ejecución; Dominio del Inglés; y Desarrollo de la industria y de las universidades. Así, a la luz de la teoría del ciclo de políticas públicas de Stephen Ball, buscamos discutir por qué la política pública sobre movilidad estudiantil en los cursos de graduación ha sido suspendida y no redirigida o reformada. Se puso un cambio en la comprensión del programa por parte de los consejos de CAPES mientras habia cambios de gobierno, y llegaron a entender que para desarrollar la industria (uno de los principales objetivos del CSF según el Decreto que lo instituyó) no deberia centrarse en el desarrollo de los estudiantes en el nivel de grado, sino en el nivel básico, porque serían personas con esa formación que necesitarían para ocupar las fábricas. El Ministerio de Educación incluso sugirió priorizar las acciones de movilidad para estudiantes de la escuela secundaria, pero esto no se materializó.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aimed to analyze the public policy of student mobility at undergraduate level, which took place through the Science Without Borders Program - CsF, implemented in 2011 and officially suspended in 2016. This exploratory research analyzed 20 minutes of the Superior Council and 40 minutes of the Technical Scientific Council for Higher Education of Capes, the program's managing body, published from January 2011 to May 2016, separating them in the two terms of Dilma administration. A hybrid model which combines textual and content analysis were used, having the first been carried out on Iramuteq software and revealing five classes from the Descendant Hierarchical Classification: Human Development; Private Sector; Budget and Execution; Proficiency in English; and Development of Industry and Universities. Thus, in the light of Stephen Ball's public policy cycle theory, we sought to discuss why public policy on student mobility in undergraduate courses was suspended and not reoriented or reformulated. In addition to that, it was shown a change of understanding by CAPES councils about the program as government changes to ultimately understand that, in order to develop the industry (one of the main objectives of the CSF according to the Decree that instituted it), it should focus on developing people at the basic level, not developing students at the undergraduate level, since those would be people with the training they would need to occupy the factories. The Ministry of Education even suggested prioritizing mobility actions for high school students, but this did not materialize.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Internacionalização da educação]]></kwd>
<kwd lng="pt"><![CDATA[Definição da política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação para o trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Divisão do trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Análise de conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Análise textual]]></kwd>
<kwd lng="es"><![CDATA[Internacionalización de la educación]]></kwd>
<kwd lng="es"><![CDATA[Definición de política educativa]]></kwd>
<kwd lng="es"><![CDATA[Educación para el trabajo]]></kwd>
<kwd lng="es"><![CDATA[División del trabajo]]></kwd>
<kwd lng="es"><![CDATA[Análisis de contenido]]></kwd>
<kwd lng="es"><![CDATA[Análisis textual]]></kwd>
<kwd lng="en"><![CDATA[Internationalization of education]]></kwd>
<kwd lng="en"><![CDATA[Definition of educational policy]]></kwd>
<kwd lng="en"><![CDATA[Education for work]]></kwd>
<kwd lng="en"><![CDATA[Division of labor]]></kwd>
<kwd lng="en"><![CDATA[Content analysis]]></kwd>
<kwd lng="en"><![CDATA[Textual analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref-list>
</back>
</article>
