INTERNACIONALIZAÇÃO DE ESTUDOS: ESTRATÉGIA FAMILIAR DE CLASSES MÉDIAS INTELECTUALIZADAS EM CAMPO GRANDE-MATO GROSSO DO SUL

Abstract

This doctoral thesis deals with the internationalization of studies as an educational strategy by families of intellectualized middle classes, understood as higher education teachers and their children. The aim is to understand how these families are organized in the process of schooling and what training they want in front of the globalized world. The research line in which the work was carried out at PPGEDU / FAED / UFMS is Education, Culture, Society. The theoretical perspective refers to the studies of Pierre Bourdieu and interlocutors. From the methodological point of view, the production of the information occurred through a descriptive-analytical investigation for which a bibliographic review was carried out, followed by the application of semi-structured interviews with higher education teachers and their children who used some strategy of internationalization: language-free school, bilingual school or exchange. Teachers of courses in this modality were also interviewed. The research was delineated in the city of Campo Grande, State of Mato Grosso do Sul. Some questions guided the research: a) the intellectualized middle classes - university professors and children - can measure the importance of having an international certification? What does it represent? b) The academic and professional preparation, the expansion of the cultural capital that these teachers wish their children to reach the international world, the national or even surpasses the regional? c) Is the educational process and the professionalization of the children of university professors living in Campo Grande compatible with the needs of the contemporary world of work and with the formation of a cosmopolitan subject? The research results indicate that the internationalization of studies is considered an educational strategy by these families, which seek to join the globalized world, going beyond national borders. The discourse presented to justify the internationalization of studies implies a set of dispositions such as: autonomy, willingness to move, tolerance to otherness, as well as providing cultural capital such as language skills and general culture, as well as social capital, as international contacts. In the analysis, it was also identified that the educational strategies represented by the internationalization of studies bring advantages to those who can have access to them, and to what research indicates, in practice, quite related to the achievement of specialized positions in the world of work, with better wages, that is, it is related to economic and symbolic capital and the search for social ascension. As it is configured, the school system, instead of having a transforming and aggregating function in the life of individuals, reproduces and reinforces social inequalities, since the school is a space of reproduction of social structures, a position advocated by the Bourdieusian theory. There is access to the internationalization of studies by a portion of the population, with a financial cost, and this presents itself as a distinctive element. From an educational point of view that proposes to be truly democratic, the greatest challenge in the internationalization of studies is to guarantee their access to the broad population, through public policies, without distinction being made, as there are currently no programs that allow such access.