Intercâmbio internacional na formação do professor de Educação Física no IFSULDEMINAS
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Data
2021-04-20
Autores
Nogueira, Narayana Browne de Deus
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A internacionalização do ensino superior no Brasil tem sido amplamente discutida e sua relevância já se tornou clara em meio à sociedade globalizada. Dessa forma, percebe-se que no Brasil, essa temática se tornou uma política pública de Estado, que veio ser ainda mais fomentada a partir do lançamento do Programa Ciência sem Fronteiras, em 2011. E é a partir desse cenário que o presente estudo surge com o objetivo de compreender a importância pedagógica e cultural que o intercâmbio internacional é capaz de promover (ou não) na formação de alunos do ensino superior, de acordo com a perspectiva do aluno intercambista. Como forma de concretizar esta pesquisa realizou-se um estudo de caso com 15 alunos intercambistas do curso de Licenciatura em Educação Física do IFSULDEMINAS, campus Muzambinho - MG. A pesquisa de cunho qualitativo foi conduzida por meio de análise documental e adotou-se como técnica de coleta de dados a entrevista semiestruturada. As entrevistas foram gravadas para posterior transcrição e análise. Ao todo foram realizadas 15 entrevistas. Como instrumento de análise foi adotado o método conhecido como análise de conteúdo. A etapa desta análise foi constituída pelo tratamento e pela análise e interpretação propriamente dita dos dados. Nessa etapa, os resultados foram analisados à luz da teoria utilizada, onde fundamentou-se nos ensinamentos de Bourdieu sobre capital, habitus e campo. Os resultados apontaram que, de acordo com a visão do aluno intercambista, as experiências referentes à pouca ou falta de domínio da língua estrangeira do país de destino foi uma questão fundamental que impactou não só no aproveitamento das disciplinas, mas também em relação a todos os aspectos culturais proporcionados pelo intercâmbio. No entanto, para sanar tal problema, os entrevistados declararam que empreenderam grande esforço para aquisição deste capital linguístico, buscando minimizar o déficit de capital cultural que possuíam. Além disso, percebeu-se que para estar inserido a uma nova cultura, compreendê-la e ser “aceito” pela mesma, envolve, assim, falar a língua desta. É notório o valor atribuído às experiências culturais na fala dos alunos. De certa forma, a prática do deslocamento cultural está intimamente ligada à construção de novas concepções de vida, quer sejam elas nos campos educacionais, profissionais e até mesmo no da existência enquanto ser uno ou social. Aprender algo novo em termos de cultura e experiências de vida, foram marcas importantes do processo. Assim, a partir dos pontos de vista dos intercambistas, compreender a nova cultura e interagir com a mesma, deixá-la ser agregada a seus costumes, possibilita se deslocar para o ponto de vista do outro e isso é incorporar um novo capital cultural. Percebeu-se, nas falas, que conhecer algo novo não está relacionado somente à vida pessoal, em conhecer outros lugares, fazer novas amizades, aprender uma nova cultura e uma língua estrangeira, mas também aos conhecimentos acadêmicos, à curiosidade de se comparar a realidade acadêmica brasileira com a de outros países, em busca de capacitação e apropriação de novos saberes em seu campo de atuação profissional.
The internationalization of higher education in Brazil has been widely discussed and its relevance has already become clear in the midst of globalized society. Thus, it is clear that in Brazil, this theme has become a public policy of the State, which came to be further promoted after the launch of the Science without Borders Program in 2011. And it is from this scenario that the present study emerges. in order to understand the pedagogical and cultural importance that international exchange is capable of promoting (or not) in the training of higher education students, according to the perspective of the exchange student. In order to carry out this research, a case study was carried out with 15 exchange students from the Physical Education Degree course at IFSULDEMINAS, campus Muzambinho - MG. The qualitative research was conducted by means of documentary analysis and the semi-structured interview was adopted as a data collection technique. The interviews were recorded for later transcription and analysis. In all, 15 interviews were conducted. As a tool for analysis, the method known as content analysis was adopted. The stage of this analysis consisted of the treatment and the analysis and interpretation of the data itself. In this stage, the results were analyzed in the light of the theory used, where it was based on the teachings of Bourdieu on capital, habitus and field. The results showed that, according to the exchange student's view, the experiences related to the little or lack of knowledge of the foreign language of the destination country was a fundamental issue that impacted not only on the use of subjects, but also in relation to all students. cultural aspects provided by the exchange. However, to remedy this problem, the interviewees declared that they made a great effort to acquire this linguistic capital, seeking to minimize the deficit of cultural capital that they had. In addition, it was realized that to be inserted into a new culture, to understand it and be “accepted” by it, thus, involves speaking its language. The value attributed to cultural experiences in students' speech is notorious. In a way, the practice of cultural displacement is closely linked to the construction of new conceptions of life, whether they are in the educational, professional and even in the fields of existence as one or social being. Learning something new in terms of culture and life experiences were important marks in the process. Thus, from the exchange students' point of view, understanding the new culture and interacting with it, letting it be added to their customs, makes it possible to move to the point of view of the other and that is to incorporate a new cultural capital. It was noticed, in the speeches, that knowing something new is not only related to personal life, getting to know other places, making new friends, learning a new culture and a foreign language, but also to academic knowledge, to the curiosity of comparing reality Brazilian academic research with that of other countries, in search of training and appropriation of new knowledge in their field of professional activity.
The internationalization of higher education in Brazil has been widely discussed and its relevance has already become clear in the midst of globalized society. Thus, it is clear that in Brazil, this theme has become a public policy of the State, which came to be further promoted after the launch of the Science without Borders Program in 2011. And it is from this scenario that the present study emerges. in order to understand the pedagogical and cultural importance that international exchange is capable of promoting (or not) in the training of higher education students, according to the perspective of the exchange student. In order to carry out this research, a case study was carried out with 15 exchange students from the Physical Education Degree course at IFSULDEMINAS, campus Muzambinho - MG. The qualitative research was conducted by means of documentary analysis and the semi-structured interview was adopted as a data collection technique. The interviews were recorded for later transcription and analysis. In all, 15 interviews were conducted. As a tool for analysis, the method known as content analysis was adopted. The stage of this analysis consisted of the treatment and the analysis and interpretation of the data itself. In this stage, the results were analyzed in the light of the theory used, where it was based on the teachings of Bourdieu on capital, habitus and field. The results showed that, according to the exchange student's view, the experiences related to the little or lack of knowledge of the foreign language of the destination country was a fundamental issue that impacted not only on the use of subjects, but also in relation to all students. cultural aspects provided by the exchange. However, to remedy this problem, the interviewees declared that they made a great effort to acquire this linguistic capital, seeking to minimize the deficit of cultural capital that they had. In addition, it was realized that to be inserted into a new culture, to understand it and be “accepted” by it, thus, involves speaking its language. The value attributed to cultural experiences in students' speech is notorious. In a way, the practice of cultural displacement is closely linked to the construction of new conceptions of life, whether they are in the educational, professional and even in the fields of existence as one or social being. Learning something new in terms of culture and life experiences were important marks in the process. Thus, from the exchange students' point of view, understanding the new culture and interacting with it, letting it be added to their customs, makes it possible to move to the point of view of the other and that is to incorporate a new cultural capital. It was noticed, in the speeches, that knowing something new is not only related to personal life, getting to know other places, making new friends, learning a new culture and a foreign language, but also to academic knowledge, to the curiosity of comparing reality Brazilian academic research with that of other countries, in search of training and appropriation of new knowledge in their field of professional activity.
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Palavras-chave
Intercâmbio internacional, Formação de professores, Ensino superior, Higher education, Exchange, Cultural capital