Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility
Although attending universities in Portugal and the United States is still a privilege for those from Brazilian families with high economic capital, policies to promote internationalization intensified and diversified this student mobility flows in the last decade. Guided by decolonial studies, we p...
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| izdano v: | URI:https://journals.openedition.org/cs, |
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| Glavni avtor: | |
| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
| Izdano: |
Comunicação e sociedade
2022
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| Teme: | |
| Online dostop: | Accès Université d'Orléans et IFPM |
| id |
openedition-oai:revues.org:cs_7029 |
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| record_format |
openedition |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
interculturalidade Portugal Brasil mobilidade estudantil Estados Unidos colonialidade linguística interculturality Portugal Brazil student mobility United States linguistic coloniality |
| spellingShingle |
interculturalidade Portugal Brasil mobilidade estudantil Estados Unidos colonialidade linguística interculturality Portugal Brazil student mobility United States linguistic coloniality Borges, Rovênia Amorim Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility |
| description |
Although attending universities in Portugal and the United States is still a privilege for those from Brazilian families with high economic capital, policies to promote internationalization intensified and diversified this student mobility flows in the last decade. Guided by decolonial studies, we present, in this article, an analysis of the intersectionality of race and mastery of the English language of Brazilian students in Portugal, and the United States. The results refer to two empirical investigations carried out between 2013 and 2020 and point out that Black students participating in the same mobility program with scholarships in these two countries showed lower English proficiency than White scholarship holders. On the other hand, students from a White economic elite did not indicate the insufficiency of English as a decision factor for choosing Portugal. In our view, these asymmetries must be perceived and problematized from the perspective of coloniality in English teaching in Brazil, which has limited choices and (re)produced inequalities in the space of international education. However, in pandemic times that hasten the transition to virtual mobility, the greater ethnic-racial diversity and socioeconomic range of student mobility from Brazil to Portuguese universities raise deeper reflections on the intercultural (face-to-face) interactions arising from these displacements. The experiences of studying in Portugal have been marked by some linguistic mismatches, like the imaginaries of a subordinate Brazilian Portuguese and a superior Portuguese from Portugal. The constraints stemming from these intercultural (mis)communications between students from Brazil and Portugal can be explained by the contemporary reverberation of the coloniality of Portuguese language teaching in both countries. We will argue that these current tensions in the academic spaces of Brazil’s former motherland foster what we have called the “decolonial awakening”. |
| author |
Borges, Rovênia Amorim |
| author_facet |
Borges, Rovênia Amorim |
| author_sort |
Borges, Rovênia Amorim |
| title |
Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility |
| title_short |
Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility |
| title_full |
Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility |
| title_fullStr |
Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility |
| title_full_unstemmed |
Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility |
| title_sort |
linguistic (de)coloniality and interculturality in the two main routes of brazilian student mobility |
| publisher |
Comunicação e sociedade |
| publishDate |
2022 |
| container_title |
URI:https://journals.openedition.org/cs |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/cs/7029 |
| _version_ |
1877293032139653120 |
| spelling |
openedition-oai:revues.org:cs_7029 en https://journals.openedition.org/cs/7029 2022-11-07T01:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/eyr1 https://creativecommons.org/licenses/by/4.0/ Linguistic (De)Coloniality and Interculturality in the Two Main Routes of Brazilian Student Mobility Comunicação e sociedade Centro de estudos de comunicação e sociedade info:eu-repo/semantics/reference/issn/2183-3575 info:eu-repo/semantics/reference/issn/1645-2089 URI:https://journals.openedition.org/cs Borges, Rovênia Amorim interculturalidade Portugal Brasil mobilidade estudantil Estados Unidos colonialidade linguística interculturality Portugal Brazil student mobility United States linguistic coloniality Although attending universities in Portugal and the United States is still a privilege for those from Brazilian families with high economic capital, policies to promote internationalization intensified and diversified this student mobility flows in the last decade. Guided by decolonial studies, we present, in this article, an analysis of the intersectionality of race and mastery of the English language of Brazilian students in Portugal, and the United States. The results refer to two empirical investigations carried out between 2013 and 2020 and point out that Black students participating in the same mobility program with scholarships in these two countries showed lower English proficiency than White scholarship holders. On the other hand, students from a White economic elite did not indicate the insufficiency of English as a decision factor for choosing Portugal. In our view, these asymmetries must be perceived and problematized from the perspective of coloniality in English teaching in Brazil, which has limited choices and (re)produced inequalities in the space of international education. However, in pandemic times that hasten the transition to virtual mobility, the greater ethnic-racial diversity and socioeconomic range of student mobility from Brazil to Portuguese universities raise deeper reflections on the intercultural (face-to-face) interactions arising from these displacements. The experiences of studying in Portugal have been marked by some linguistic mismatches, like the imaginaries of a subordinate Brazilian Portuguese and a superior Portuguese from Portugal. The constraints stemming from these intercultural (mis)communications between students from Brazil and Portugal can be explained by the contemporary reverberation of the coloniality of Portuguese language teaching in both countries. We will argue that these current tensions in the academic spaces of Brazil’s former motherland foster what we have called the “decolonial awakening”. Embora frequentar universidades em Portugal e nos Estados Unidos seja ainda um privilégio para quem vem de famílias brasileiras com elevado capital econômico, políticas para o fomento da internacionalização têm levado, na última década, a uma intensificação e diversificação desses fluxos de mobilidade estudantil. Guiando-nos pelos estudos descoloniais, apresentamos, neste artigo, uma análise da interseccionalidade de raça e domínio de língua inglesa de estudantes de nacionalidade brasileira em Portugal e nos Estados Unidos. Os resultados referem duas investigações empíricas realizadas entre 2013 e 2020, e apontam que estudantes negras/os, participantes do mesmo programa de mobilidade com bolsas de estudo nestes dois países, apresentaram menor proficiência em inglês em comparação com bolsistas brancas/os. Em contrapartida, estudantes de uma elite econômica branca não indicaram a insuficiência no domínio de inglês como fator de decisão pela escolha de Portugal. A nosso ver, essas assimetrias devem ser percebidas e problematizadas a partir da colonialidade no ensino de inglês no Brasil que, no espaço de educação internacional, tem limitado escolhas e (re)produzido desigualdades. Todavia, nos tempos pandêmicos que apressam a transição para a mobilidade virtual, a maior diversidade étnico-racial e amplitude socioeconômica da mobilidade estudantil do Brasil para universidades portuguesas suscita outras e mais aprofundadas reflexões sobre as interações interculturais (presenciais) que resultam desses deslocamentos. As experiências de estudar em Portugal têm sido marcadas por alguns desencontros linguísticos, a exemplo dos imaginários de um subalterno português brasileiro e de um superior português de Portugal. Os constrangimentos que resultam dessas (in)comunicações interculturais entre estudantes do Brasil e de Portugal podem ser explicados, pelo menos em parte, pela reverberação, na contemporaneidade, da colonialidade do ensino da língua portuguesa nos dois países. Vamos argumentar que essas tensões, presentes em espaços acadêmicos da antiga metrópole do Brasil, potencializam o que temos designado de “despertar descolonial”. |