Por uma internacionalização crítica da educação: uma análise da política de internacionalização do Instituto Federal do Paraná

Traditional models of internationalization in education have historically been shaped by institutions from the Global North, reproducing epistemological and cultural inequalities in academia under the endorsement of modern science. Resisting these patterns, this article aims to analyze the conceptions of internationalization underlying the internationalization policy of the Federal Institute of Paraná (IFPR), through a decolonial and critical perspective on education internationalization. In this context, the research proposes a reorientation of these processes based on border thinking and the valorization of Southern epistemologies, emphasizing the need to recognize marginalized knowledge and promote horizontal cooperation practices both locally and globally. The analysis reveals a concrete attempt by IFPR to challenge Eurocentric patterns by adopting the principle of reciprocity, fostering South-South partnerships, and developing a culture of comprehensive and home-based internationalization, among other aspects aimed at a more critical internationalization of education.