UNA BASE EPISTEMOLÓGICA PARA COMPRENDER LA INTERNACIONALIZACIÓN DE LA EDUCACIÓN SUPERIOR EN BRASIL

Resumen

The Internationalization of Higher Education (IHE) has been gaining prominence as a phenomenon of research and development in various countries. In various academic circles it still generates intrigue, presenting itself as a phenomenon with more questions than answers, and in governmental political circles it is assumed as a lever of support for higher levels of development in education, science, technology, and innovation. To this extent, HEI is defended here as a cultural-anthropological issue, however, given the limited number of theories and methods for its analysis, more and more challenges are generated by recognizing it as a transversal line of the development of higher education. This article aims to represent some issues of epistemological analysis for the understanding of IHE taking development as a transversal guideline. For the epistemological analysis, the theories of Ludwik Fleck, Larry Laudan and Ilya Prigogine were considered, and for the hermeneutic analysis that helps the cultural-anthropological vision, proposals are taken from Paul Ricoeur, Hans-George Gadamer and Michel Foucault with the intention of generating the framework that helps to see the HEI as a very sensitive phenomenon linked to development, susceptible to rational understanding and socio-cultural construction, in addition to being the product of empirical discovery as it has traditionally been seen.