Internacionalização do Currículo: uma análise do Curso de Licenciatura em Química da Universidade Estadual do Ceará

Abstract

The purpose of this research was to understand and problematize the Internationalization of the Curriculum in the Chemistry Degree Course at Universidade Estadual do Ceará (UECE). The question that guided this research can be expressed as follows: how is the Internationalization of the Curriculum developed in the Chemistry Degree Course at the UECE? Thus, in relation to the research method, it is a comparative study, acting as a set of actions guided by the theoretical foundation of the area of comparison from authors such as Domínguez and Alemán (2008), UNESCO (2012), Silva (2016), Schriewer (2018), Peixoto, Silva and Salotti (2021), using the analysis categories: (1) Internationalization of the Curriculum; (2) Interculturality; (3) Global Citizenship, characterized by the quantitative-qualitative approach. Regarding research techniques, interviews were used with managers and professors of the University's Chemistry Degree Course and questionnaires with students from the 9th semester of that course. A characterization of the physical space of the empirical field was also carried out, as well as a documentary analysis of the 2007 syllabus, updated in 2014, and the Pedagogical Political Project (PPP) of the aforementioned course. The research came to the conclusion that the university has sought to promote internationalization and, in this process, ECint plays a determining role in the expansion and management of the university's internationalization in line with the internalization process. In relation to the Internationalization of the Curriculum of the Chemistry Degree Course, it was evident that teachers develop internationalization actions from the perspective of Internationalization at Home and Cross-border through the development of research and projects and, in this context, there was a greater need of working on internationalization in the classroom. Finally, in relation to the documentary analysis of the syllabus of the disciplines and the PPP, it was noted the need to include actions and disciplines that cover internationalization in all its aspects, which at first seems to be included in the new syllabus that came into effect effective in 2024.