Internacionalização do ensino superior, mobilidade acadêmica virtual e hospitalidade : aulas síncronas no escopo do Collaborative Online International Learning (COIL)

Abstract

The present study focuses on the analysis of relational dynamics established (hospitality/welcoming) in synchronous virtual academic mobility (MAV) classes using the COIL learning model and presents, as an investigative question: "What discursive elements signal hospitality in a synchronous class, from the perspective of teachers and students, in a virtual academic mobility experience, offered by higher education institutions, through Collaborative Online International Learning (COIL)?". As a general objective, we sought to understand hospitality dynamics in the COIL model of virtual academic mobility, from the perspective of teachers and students from higher education institutions. The aim was also to identify and analyze discursive signs of hospitality in academic mobility, based on the statements of teachers and students in virtual academic mobility classroom dynamics participating in the COIL model. Virtual Academic Mobility is understood as movements carried out by teachers and students who are linked to higher education institutions in a synchronous virtual international experience (O'Dowd, 2018) and hospitality is presented as a phenomenon that occurs in the space "between" subjects whose roles change in the relationship (Perazzolo et al., 2013). The research, of an exploratory and qualitative nature, used the "Snowball" technique as an approach to approach interviewees. As a research technique, we opted for a semi-structured interview, which was carried out via Google Meet, with students and teachers who participated in MAV through COIL. Data processing and analysis took place, predominantly, through the Bakhtinian enunciative line in which statements are configured in the interaction between subjects (Bakhtin, 1997). In the approximations made between theoretical-methodological models of teaching and hospitality, it was identified that, in synchronous MAV classes by COIL, the hospitality flags refer to previous provisions previously identified (hospitality in the pre-synchronic axis), since the The analyzed speeches point to elements such as structuring COIL projects, with prior organization of classes, preparatory classes, organization of virtual work teams. During the experience (synchronic axis), participants highlight interactive dynamics during classes, mutual cooperation, the willingness present among participants to welcome the Other. After the experiences (post-synchronic axis), continuing to contact teachers and students, as well as planning other international experiences, both virtual and in-person, stood out in participants' speeches. Therefore, virtual academic mobility, through the COIL model, presents welcoming dynamics that qualify the experiences of the subjects involved. [resumo fornecido pelo autor]