<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352023000200200</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2023v61n68id31792</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A internacionalização do currículo na perspectiva de professores de línguas no Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[La internacionalización del currículo en la perspectiva de los profesores de idiomas en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[The internationalization of the curriculum from the perspective of language teachers in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Lauro Sérgio Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santclair]]></surname>
<given-names><![CDATA[Dllubia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Kléber Aparecido da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Norte de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Educação do Estado de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>61</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352023000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352023000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352023000200200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A internacionalização do currículo busca incorporar uma dimensão intercultural e global nas atividades de ensino, a fim de contribuir para a formação de cidadãos e profissionais engajados na diversidade cultural e linguística do mundo globalizado. Neste artigo, discutimos a internacionalização do currículo, destacando as reflexões dos professores de línguas como agentes da internacionalização da educação. Em seguida, analisamos os dados qualitativos gerados mediante um questionário estruturado, aplicado aos professores brasileiros de línguas que são membros do Grupo de Estudos Críticos e Avançados em Linguagens (GECAL-UnB), com o objetivo de compreender suas concepções sobre a internacionalização do currículo. A análise dos dados, à luz da Linguística Aplicada Crítica, indicou que a internacionalização das instituições educacionais brasileiras pode ser viabilizada pela internacionalização do currículo, exigindo discussões sobre interculturalidade, multilinguismo e plurilinguismo. Assim, a partir das perspectivas dos professores, é possível vislumbrar abordagens alternativas para a internacionalização da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La internacionalización del currículo busca incorporar una perspectiva intercultural y global en la enseñanza para formar ciudadanos y profesionales comprometidos con la diversidad cultural y lingüística del mundo globalizado. En este artículo, se aborda la internacionalización del currículo desde la perspectiva de los profesores de idiomas como agentes en este proceso. Se analizan los resultados de un cuestionario aplicado a profesores brasileños de idiomas miembros del Grupo de Estudios Críticos y Avanzados en Lenguajes (GECAL-UnB), con el objetivo de comprender sus concepciones sobre la internacionalización del currículo. El análisis de los datos, basado en la Lingüística Aplicada Crítica, revela que la internacionalización de las instituciones educativas brasileñas puede lograrse a través del currículo, pero esto implica discusiones sobre interculturalidad, multilingüismo, plurilingüismo y prácticas translíngües. Desde la perspectiva de los profesores, se plantean enfoques alternativos para la internacionalización de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The internationalization of the curriculum aims to incorporate an intercultural and global dimension into teaching activities, contributing to the education of citizens and professionals engaged in the cultural and linguistic diversity of the globalized world. In this paper, we discuss curriculum internationalization, highlighting the reflections of language teachers as agents of the internationalization of education. Subsequently, we analyze qualitative data generated through a structured questionnaire applied to Brazilian language teachers who are members of the Group of Critical and Advanced Studies in Languages (GECAL-UnB), to understand their conceptions about the internationalization of the curriculum. The data analysis, through the lenses of Critical Applied Linguistics, indicated that the internationalization of Brazilian educational institutions is possible through the internationalization of the curriculum, requiring discussions on interculturality, multilingualism, and plurilingualism. Thus, based on the perspectives of teachers, it is possible to envision alternative approaches to the internationalization of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Internacionalização]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Professores de línguas]]></kwd>
<kwd lng="pt"><![CDATA[Interculturalidade]]></kwd>
<kwd lng="es"><![CDATA[Internacionalización]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Profesores de idiomas]]></kwd>
<kwd lng="es"><![CDATA[Interculturalidad]]></kwd>
<kwd lng="en"><![CDATA[Internationalization]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Language teachers]]></kwd>
<kwd lng="en"><![CDATA[Interculturality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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