International Educator - March/April 2013 - 25

INTERNATIONAL EDUCATOR

ANTONINHO MARMO PERRI

M A R + A P R . 13

and engagement of students in a global dialogue within
the parameters of international education.
As the Brazil Scientific Mobility Program sends its
first students to the United States, placed by IIE with
institutions that applied to be their U.S. hosts and are
eager to welcome them, some educators in Brazil are
skeptical about how the program will work. “There
are many problems because we have no experience in
sending undergraduates abroad. There is a tradition
of many years of sending graduate
Marcelo Knobel
students but sending 100,000 unUniversidade Estudal
dergraduates has never been done
de Campinas
before, so it is very complicated.
It’s not clear what kind of impact this could have,”
says Simon Schwartzman, president of the Instituto
de Estudos do Trabalho e Sociedade in Rio de Janeiro.
He suggests that launching the Brazilian Scientific
Mobility Program was a “rushed” decision of Rousseff. “People said ‘let’s do it’ so she agreed,” he declares.
“Everyone agrees that to learn in a university, it’s
an important part of the process to live abroad and
zilian universities and research centers in their areas
of specialization, fostering increased cooperation and see a different culture. There’s no problem with that.
institutional collaboration between applied researchers My main concern is that this program is too ambiin science, technology, and other fields of innovation. tious, too big. We lose track of our students as soon
Further, as part of a joint effort to expand Fulbright as they get involved in it. We don’t know who is taking
exchange opportunities in a variety of academic care of them, who their tutors are, and sometimes
disciplines, the U.S. and Brazilian governments are we don’t even know which college or university they
doubling the number of Fulbright Scholar Awards are attending,” adds Marcelo Knobel, dean of underfor Brazilians and introducing a new Fulbright Post- graduate programs at the Universidade Estadual de
Campinas in Sao Paulo. “I believe the whole idea is
Doctoral Award for U.S. and Brazilian researchers.
Meanwhile, the Brazil Scientific Mobility Program interesting. It certainly will help develop our future
got underway in 2012 with high aspirations in both students and workforce,” he continues. “But it’s too
countries, although with some concerns about both unilateral. For example, none of the humanities is
process and outcomes among Brazilian educators. in the program. And while we are sending students
Administered by the Institute of International Educa- away, we don’t have any program to receive more
tion (IIE), it is sponsored principally by two Brazilian students here, which should be an important part of
government agencies. One, CAPES, is the department it. But that would create further problems with the
within the Brazilian Ministry of Education devoted bureaucracy to find places for them to live. Everything
to the evaluation and expansion of higher education here is more complicated to foreigners.”
in the country. Many of the projects it finances provide opportunities for undergraduate and graduate Language Can Be A Barrier
students to gain hands-on experience in programs One issue that threatens to complicate experiences
ranging from studies in the Amazon to nanotechnol- for U.S. students and educators is that Brazil’s native
ogy development. The other sponsor, CNPq, within language is Portuguese, not widely taught or spoken
the Brazilian Department of Science and Technology, at U.S. institutions. To address that, the State Departoperates many programs that focus on national envi- ment, in partnership with the Brazilian government, is
ronmental issues, like transnational research projects expanding the Fulbright Foreign Language Teaching
in the genetics and biotechnology fields.
Assistant Program to promote the study of PortuTogether, the CAPES/CNPq goals are promotion of guese language and culture in the United States and
scientific research, investment and funding for educa- encourage more U.S. students to study in Brazil. Bration resources both within and outside Brazil, increased zilian educators serve as native Portuguese language
international cooperation in science and technology, resources in the classroom and in cultural activities as

25  



International Educator - March/April 2013

Table of Contents for the Digital Edition of International Educator - March/April 2013

International Educator - March/April 2013
Contents
From the Editors
Front Lines
In Brief
Emerging Giant
Local Goes Global
Accelerating Global Learning at Home and Abroad
Foreign Student Affairs
Partnering
In Focus
Intenational Educator Language Supplement
Contents
New Tools of the Trade
Intensive English Language
Intensive Foreign Language
International Educator - March/April 2013 - International Educator - March/April 2013
International Educator - March/April 2013 - Cover2
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - From the Editors
International Educator - March/April 2013 - 3
International Educator - March/April 2013 - Front Lines
International Educator - March/April 2013 - 5
International Educator - March/April 2013 - 6
International Educator - March/April 2013 - 7
International Educator - March/April 2013 - 8
International Educator - March/April 2013 - 9
International Educator - March/April 2013 - In Brief
International Educator - March/April 2013 - 11
International Educator - March/April 2013 - 12
International Educator - March/April 2013 - 13
International Educator - March/April 2013 - 14
International Educator - March/April 2013 - 15
International Educator - March/April 2013 - 16
International Educator - March/April 2013 - 17
International Educator - March/April 2013 - 18
International Educator - March/April 2013 - 19
International Educator - March/April 2013 - 20
International Educator - March/April 2013 - 21
International Educator - March/April 2013 - Emerging Giant
International Educator - March/April 2013 - 23
International Educator - March/April 2013 - 24
International Educator - March/April 2013 - 25
International Educator - March/April 2013 - 26
International Educator - March/April 2013 - 27
International Educator - March/April 2013 - 28
International Educator - March/April 2013 - 29
International Educator - March/April 2013 - 30
International Educator - March/April 2013 - 31
International Educator - March/April 2013 - Local Goes Global
International Educator - March/April 2013 - 33
International Educator - March/April 2013 - 34
International Educator - March/April 2013 - 35
International Educator - March/April 2013 - 36
International Educator - March/April 2013 - 37
International Educator - March/April 2013 - 38
International Educator - March/April 2013 - 39
International Educator - March/April 2013 - 40
International Educator - March/April 2013 - 41
International Educator - March/April 2013 - 42
International Educator - March/April 2013 - 43
International Educator - March/April 2013 - Accelerating Global Learning at Home and Abroad
International Educator - March/April 2013 - 45
International Educator - March/April 2013 - 46
International Educator - March/April 2013 - 47
International Educator - March/April 2013 - 48
International Educator - March/April 2013 - 49
International Educator - March/April 2013 - 50
International Educator - March/April 2013 - 51
International Educator - March/April 2013 - 52
International Educator - March/April 2013 - 53
International Educator - March/April 2013 - Foreign Student Affairs
International Educator - March/April 2013 - 55
International Educator - March/April 2013 - 56
International Educator - March/April 2013 - 57
International Educator - March/April 2013 - 58
International Educator - March/April 2013 - 59
International Educator - March/April 2013 - Partnering
International Educator - March/April 2013 - 61
International Educator - March/April 2013 - 62
International Educator - March/April 2013 - 63
International Educator - March/April 2013 - In Focus
International Educator - March/April 2013 - Cover3
International Educator - March/April 2013 - Cover4
International Educator - March/April 2013 - Intenational Educator Language Supplement
International Educator - March/April 2013 - SCover
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - New Tools of the Trade
International Educator - March/April 2013 - S3
International Educator - March/April 2013 - S4
International Educator - March/April 2013 - S5
International Educator - March/April 2013 - S6
International Educator - March/April 2013 - S7
International Educator - March/April 2013 - S8
International Educator - March/April 2013 - S9
International Educator - March/April 2013 - S10
International Educator - March/April 2013 - S11
International Educator - March/April 2013 - S12
International Educator - March/April 2013 - S13
International Educator - March/April 2013 - S14
International Educator - March/April 2013 - S15
International Educator - March/April 2013 - Intensive English Language
International Educator - March/April 2013 - S17
International Educator - March/April 2013 - Intensive Foreign Language
International Educator - March/April 2013 - S19
International Educator - March/April 2013 - S20
International Educator - March/April 2013 - SCover3
International Educator - March/April 2013 - SCover4
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