INTERNATIONALIZATION IN BRAZILIAN STRICTO SENSU: PROGRAMS OF EXCELLENCE

Internacionalización en el Stricto Sensu brasileño: Programas de excelencia

Abstract

Internationalization has been a focus of attention in Higher Education in recent decades, particularly in Postgraduate studies, as it is a necessary indicator of excellence in research standards. Thus, internationalization is present in the evaluation process of both undergraduate and postgraduate programs. This article aims to map the internationalization actions reported by programs with a grade of 7, which achieved excellence in the evaluations of the four-year periods 2017-2020 and 2021-2024, focusing on internationalization actions according to the parameters proposed by the Coordination for the Improvement of Higher Education Personnel (Capes). To this end, it uses a qualitative approach with an analysis of the reports available on the Sucupira platform. The results show that the three programs that maintained a grade of 7 excellence in the four-year periods 2017-2020 and 2021-2024 not only meet the Capes evaluation criteria regarding internationalization but also demonstrate that funding is fundamental for internationalization to consolidate and occur. Highlighting the CapesPrInt grant achieved by the three programs analyzed in this four-year period.

Keywords:
evaluation; internationalization; postgraduate studies.

Resumo

A internacionalização, nas últimas décadas, tem sido objeto de atenção na Educação Superior, em destaque a Pós-Graduação, visto ser indicador necessário a padrões de excelência na pesquisa. Assim, a internacionalização está presente no processo de avaliação tanto da Graduação quanto da Pós-Graduação. Este artigo objetiva mapear as ações de internacionalização relatadas por programas de nota 7, que alcançaram o patamar de excelência nas avaliações dos quadriênios 2017-2020 e 2021-2024, focando nas ações de internacionalização, conforme os parâmetros propostos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Para tanto, faz uso da abordagem qualitativa com análise dos relatórios disponibilizados na plataforma Sucupira. Os resultados evidenciam que os três programas que mantiveram a excelência 7 nos quadriênios 2017-2020 e 2021-2024, não só contemplam os critérios de avaliação da Capes no que se refere à internacionalização, mas também evidenciam que o financiamento é fundamental para que a internacionalização se consolide e aconteça. Destaca-se, neste quadriênio, o Capes-Print, conquistado pelos três programas analisados.

Palavras-chave:
avaliação; internacionalização; Pós-Graduação.

Resumen

La internacionalización ha sido un tema central en la Educación Superior en las últimas décadas, especialmente en los estudios de posgrado, al ser un indicador necesario de excelencia en los estándares de investigación. Por lo tanto, la internacionalización está presente en el proceso de evaluación tanto de los programas de pregrado como de posgrado. Este artículo tiene como objetivo mapear las acciones de internacionalización reportadas por los programas con calificación 7, que lograron la excelencia en las evaluaciones de los cuatrienales 2017-2020 y 2021-2024, centrándose en las acciones de internacionalización según los parámetros propuestos por la Coordinación de Perfeccionamiento del Personal de Educación Superior (Capes). Para ello, se utiliza un enfoque cualitativo con análisis de los informes disponibles en la plataforma Sucupira. Los resultados muestran que los tres programas que mantuvieron una calificación de excelencia de 7 en los períodos de cuatro años 20172020 y 2021-2024 no solo cumplen con los criterios de evaluación de Capes en materia de internacionalización, sino que también demuestran que la financiación es fundamental para que la internacionalización se consolide y se produzca. Si destaca en particular la subvención Capes-PrInt, obtenida por los tres programas analizados.

Palabras clave:
estudios de posgrado; evaluación; internacionalización.

1 INTRODUCTION

The internationalization process of Stricto Sensu postgraduate programs in education is defined in the document titled Common Guidelines for the Evaluation of the Continuation of Stricto Sensu Postgraduate Programs (Capes, 2025). The Evaluation Directorate of Capes outlines the form and content that guide the evaluation of these programs, which are organized into three categories. The first category pertains to the program itself; the second, to academic training and intellectual output; and the third, to the impacts arising from the program’s scope and potential. Based on these government guidelines, each educational institution directs its programs from the perspective of a strategic plan grounded in the program’s self-evaluation, in accordance with its specific circumstances. With an eye toward internationalization, Stricto Sensu postgraduate programs plan their actions based on self-evaluation results to achieve international visibility, offer professional and academic opportunities to graduate students, and pursue excellence in education at the graduate level.

This research aims to map the internationalization initiatives reported by programs rated 7, which achieved excellence in evaluations for the 2017-2020 and 2021-2024 periods. The focus is on the form and content proposed for internationalization, in accordance with CAPES's recommended parameters. We will analyze these programs' reports on the Sucupira platform while preserving each program's identity. We have chosen a qualitative, descriptive, documentary-based methodology because we will seek to map the internationalization initiatives reported by programs rated 7 that achieved excellence in evaluations for the 2017-2020 and 2021-2024 periods. This will contribute to programs incorporating internationalization initiatives into strategic planning and self-assessment processes. The article is structured around the following topics: "Evaluation and Internationalization in Stricto Sensu Graduate Programs," "Methodology," "Results," and "Discussion," followed by "Final Considerations" and "Bibliographic References."

2 ASSESSMENT IN BRAZILIAN GRADUATE PROGRAMS

According to Altbach (2009), higher education is considered a public good in most countries because it provides benefits to society, such as economic growth, reduced inequalities, sustainability, and environmental preservation, among other Sustainable Development Goals (UN, 2023). These goals emphasize the social responsibility of this level of education. According to Felicetti, Morosini, and Campbell (2026, p. 5), SR "is much more than philanthropic actions or fleeting fads; it must be characterized by actions based on assessments to better address the needs of society." In this sense, institutions of higher education must provide high-quality education and conduct high-quality research, making explicit the relationships they maintain with society.

Brazilian institutions of higher education are governed by laws that establish mechanisms and procedures for proposing, evaluating, and monitoring the performance of stricto sensu postgraduate programs. These guidelines govern the structure, organization, and operation of the programs, as well as their training, intellectual output, and impact on academic, scientific, and social society. These guidelines are outlined in a document called the "Field Document," in which each field of knowledge-as categorized by CAPES-guides the evaluation.

Based on this document and the current National Graduate Education Plan (2025-2029), institutions establish programs and are evaluated based on a form that consolidates the documents’ guidelines. This form outlines the indicators and criteria that programs must follow to report, explain, justify, and respond to the country's, society's, and the international context's needs according to the program's scope.

Evaluating education is one way a university can demonstrate its mission to society and fulfill its intended role, whether public or private. According to Altbach (2009), evaluation is the state's prerogative; however, its scope and degree of centralization vary among countries. The Bologna Process in the European Union (EU), for example, establishes a system of mutual recognition for higher education. According to the European Commission for Higher Education (2018), each of the 48 member states must award degrees that meet agreed-upon standards, despite having their program regulations. This system allows degrees awarded by Italian universities, for instance, to be recognized by any other university in a European Union member state.

In Brazil, the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Capes), which is affiliated with the Ministry of Education and Culture (Ministério da Educação e Cultura do Brasil - MEC), is the government agency solely responsible for evaluating master's and doctoral programs. Capes conducts this evaluation every four years for all Brazilian postgraduate programs, which are rated on a scale from 3 to 7. Programs rated 6 or 7 are considered excellent and well-established internationally, while programs rated 3 through 5 are considered to be growing.

All programs and courses at an institution, including stricto sensu graduate programs, must be included in the Institutional Development Plan (Plano de Desenvolvimento Institucional - PDI) and monitored and evaluated by the Institutional Evaluation Committee (Comissão Própria de Avaliação - CPA). This is in accordance with the Higher Education Evaluation System (Sistema de Avaliação da Educação Superior - SINAES, Brazil, 2004), which is the primary regulatory and accrediting body for higher education programs. Each Stricto Sensu Postgraduate Program must have a Self-Evaluation Committee linked to the CPA so that stakeholders can monitor the program's performance. It is recommended that this committee includes students, faculty, administrators, administrative staff, professionals in the field, and community members to conduct a comprehensive evaluation from various perspectives.

As previously mentioned, the evaluation of graduate programs is based on CAPES's guiding documents, which are summarized in an evaluation form covering the following areas: Program, Academic Training and Intellectual Output, and Impacts (local, regional, national, and international). Each section of the form for the four-year period covers a set of items. The "Program" section has three items, "Student Training" has four, and "Impact" has three. Each item includes a set of indicators, giving the program the opportunity to specify its actions. This study will address the program's impact and item 3.3, "Internationalization, local, regional, national, and international integration" (CAPES, 2025).

The Capes graduate program evaluation system is complex. Program administrators, coordinators, and faculty members must study the governing documents and systematize their actions according to Capes's perspective, as outlined by the evaluation form's criteria for the program's field of activity. Postgraduate programs in Brazil must develop self-evaluation methods to meet the pre-established Capes indicators and continually improve their educational services, as well as ensure the advancement or maintenance of their rating. Furthermore, the evaluation and selfevaluation system for graduate programs supports government policies for developing education and allocating resources to critical areas of the country, such as science, technology, culture, and education. Additionally, evaluations highlight regional differences and identify areas where improvements are needed across various programs in Brazil.

In this regard, evaluation "when shared begins to make sense to people [...] they can take ownership of the process and its implementation" (Leite et al., 2020, p. 1). Thus, the results of self-evaluation, which inform ongoing dialogues and metaevaluations, enable graduate programs to develop more effective strategic plans based on evidence. According to Felicetti and Cabrera (2022), this gives program coordinators and other institutional managers greater persuasive power.

Self-assessment occurs as the program evaluates, reflects on, plans, reorganizes, and implements the necessary actions for improvements related to its development. The aim is to overcome the weaknesses identified in the previous assessment, maintain and consolidate strengths, improve areas of weakness, and advance in line with developments in the field and institutional requirements (Felicetti & Cabrera, 2022). Thus, self-assessment is part of the evaluation process, enabling programs to design strategic plans to achieve excellence. In other words, self-assessment allows programs to plan strategies to meet internationalization indicators.

In a comprehensive self-assessment with feedback from all stakeholders within a multidimensional model, diverse perspectives converge to solidify practices that expand knowledge at the national and international levels. In the next section, we will focus on section 3.3, which specifically addresses self-assessment and internationalization in graduate programs.

2.1 Self-Assessment and Internationalization in Graduate Studies

The National Graduate Studies Plan (PNPG, 2025, p. 221) states that “internationalization is fundamental to the country’s economic, social, environmental, and cultural development, contributing to the construction of a global knowledge network,” and for Stricto Sensu graduate programs, it is an important way to enhance education.

Internationalization in higher education institutions typically focuses on the Stricto Sensu graduate level due to the government funding opportunities available for this level of education. This is justified, as recommended by CAPES, by the following aspects of internationalization: international cooperation and visibility; international academic mobility; internationalized intellectual output; internationalization of the curriculum; Internationalization at home; and Internationalization initiatives with the non-academic sector (Capes, 2025). Based on these guidelines, various actions can be undertaken, such as:

• ● Participation in international cooperation networks led by Brazil;

• ● Participation in international cooperation networks led by foreign entities;

• ● Fundraising from national and international public and private fundingagencies;

• ● Partnerships with institutions of higher education to seek domestic and international cooperation and funding;

• ● Educational initiatives abroad and other forms of curricular collaboration (classrooms using the COIL methodology-Collaborative Online International Learning-etc.);

• ● Research collaborations and joint projects for development and capacity-building initiatives;

• ● Deepening understanding of the different cultural, national, and academic structures of partner countries [...] (Capes, 2025, p. 68).

In terms of intellectual output, internationalization can manifest as Brazilian researchers publishing in international journals, co-authoring with foreign researchers in national journals, and delivering lectures abroad, as well as foreign researchers delivering lectures in Brazil. This is just a small part of the extensive list presented by Capes (2025).

The internationalization of the curriculum involves in-person activities by foreign faculty members teaching in Portuguese or a foreign language, Brazilian faculty members conducting activities in a foreign language, and courses taught online by foreign faculty members in Portuguese or a foreign language. It also involves courses taught by Brazilian faculty in a foreign language, dual-degree programs, co-supervised programs, and various other activities involving language courses, the study of literature, and case studies in a foreign language. Internationalization at home consists of having faculty members-whether in person or online-serve on master's and doctoral thesis committees in Brazil and organize and promote multicultural events, among other activities (Capes, 2025).

In addition to internationalization within the academic sphere, there is integration with the non-academic sector. This integration focuses on teaching, research, extension, innovation, leadership, entrepreneurship, the creative economy, economic sustainability, and social and environmental awareness (Capes, 2025, p. 72).

Based on the items outlined in the Reference Document on Common Guidelines for the Evaluation of Stricto Sensu Graduate Programs' Continuation (Capes, 2025), programs plan their activities. With the aim of expanding their influence and providing students with multicultural experiences through internationalization processes, programs strive to foster partnerships, cooperation agreements, and funding. This will make internationalization a concrete reality in Brazil.

In this context of diverse approaches to implementing internationalization, evaluation and self-evaluation are important means of improving these initiatives. They ensure that internationalization is not merely a means of meeting evaluation requirements for rankings. Rather, they provide the program community with a way to assess the program's contribution and growth.

3 METHODOLOGY

This study employs a qualitative, descriptive, and documentary approach based on reports from Stricto Sensu postgraduate programs submitted to the CAPES data collection system by institutions that received a grade of 7 in the 2021-2024 quadrennial evaluation. The decision to select these three institutions is based on the premise that maintaining this level of excellence indicates consolidation and maturity in internationalization initiatives, providing a useful benchmark for other programs for self-assessment, evaluation, and strategic planning to make progress in internationalization.

To map the internationalization initiatives of programs rated 7, which achieved excellence in evaluations for the 2017-2020 and 2021-2024 quadrenniums, a qualitative methodology will be employed. According to Lunetta and Guerra (2024, p. 4), this methodology is valuable for investigating complex phenomena and understanding individuals’ experiences and perceptions, reflecting the purpose of this study.

This study is based on open data from the website https://sucupira.capes.gov.br/avaliacao-quadrienal/sobre-avaliacao, containing the texts of reports submitted by programs for evaluation during the 2021-2024 period.

Chart 1 below shows the scores that Education Programs obtained in the evaluations when they maintained or increased their score above 5 during the 2021- 2024 quadrennium. The programs' identities were preserved and are therefore designated by letters.

Chart 1
Scores Obtained by Postgraduate Programs in Education in the 2017-2020 and 2021-2024 Four-Year Periods

HEI	Grade 2017-2020	Grade 2022-2024
A	5	6	Increased
B	6	6	Remained the same
C	6	6	Remained the same
D	6	5	Decreased
E	7	7	Remained the same
F	6	6	Remained the same
G	7	7	Remained the same
H	6	5	Decreased
I	7	7	Remained the same
J	6	5	Decreased
L	6	7	Increased
M	7	6	Decreased
N	5	6	Increased
O	6	7	Increased
P	6	6	Remained the same
Q	6	6	Remained the same
R	5	6	Increased
S	5	6	Increased
T	5	6	Increased

Chart 1 shows that seven programs increased their ratings, with five rising from a 5 to a 6 and two rising from a 6 to a 7. Three programs dropped their scores from a 6 to a 5, and one dropped from a 7 to a 6. Five programs maintained a score of 6, and three maintained a score of 7. In total, 19 programs are included in the study: 11 with a score of 6 and five with a score of 7. Three of these programs have maintained a score of 7 over the last two four-year evaluation periods.

Based on this study, in which we used the ratings of programs available on the CAPES website, we selected three institutions that maintained a rating of 7. We believe that remaining at the top of the evaluation indicates that these institutions' education programs are on the right track toward consolidating their internationalization process. Thus, we analyzed programs E, G, and I, which are highlighted in Chart 1.

After identifying the institutions that comprise the study's analysis corpus, we thoroughly reviewed the programs' reports submitted for evaluation by the CAPES Expert Committees (2021-2024). Our analysis was based on CAPES's internationalization parameters, as outlined in the Reference Document (CAPES, 2025): Governance and institutional commitment to internationalization, international cooperation and visibility, international academic mobility, internationalized intellectual output, internationalization of the curriculum, internationalization at home, and internationalization initiatives with the non-academic sector.

The analysis was based on Bardin’s (2016) theoretical framework for content analysis, which allows for the structuring of meanings and interpretations based on discourses. In this study, these discourses emerge from the evaluation reports. Bardin (2016) proposes three stages of analysis: pre-analysis, exploration of the material, and processing of the results and interpretation. The pre-analysis stage involves organizing the material to be analyzed. The exploration stage involves structuring and categorizing the material. The processing stage involves constructing the meaning and significance of what was found in the analyzed material.

4 RESULTS AND DISCUSSION

When analyzing the texts submitted by the programs to Coleta Capes for evaluation during the 2021-2024 period, we identified actions that the programs undertook in line with the Capes (2025) document's perspective, as previously explained in the methodology. The authors of this article did not have access to the quantitative data entered into Sucupira. The accounts presented in the Coleta Report (2021-2024) are stated in general terms without detailing the actions taken. This can be attributed to the limited character count allowed by the platform. It would be beneficial for CAPES to allocate more space on the platform to allow programs to provide comprehensive details on all the evaluation form indicators, despite the option to attach a PDF document with additional information.

Chart 2 summarizes the actions identified in the analyzed texts.

Chart 2
Summary of the initiatives under the Internationalization Programs

CAPES (2025)	PROGRAM E	PROGRAM G	PROGRAM I
Governance and Institutional Commitment to Internationalization	It actively contributes to the renewal of the Institutional Development Plan (PDI). ProPEd’s policy aligns with the PDI’s guidelines, seeking to expand and consolidate the graduate studies system.	Internationalization Committee, responsible for drafting Internal Calls for Internationalization Proposals and evaluating the proposals. The program received funding from Capes-Print, Proex funds, the Sandwich Doctoral Program Abroad, and the Faculty Development Program of the Association of Universities of the Montevideo Group. Annual calls for proposals for internationalization initiatives using CAPES Proex funds. It seeks to increase faculty publications in foreign languages in international journals and to incorporate systematic reviews of international research.	It has established goals to encourage faculty participation in international activities, the development of research projects with international networks, and publication in foreign languages. These goals were achieved through faculty participation in international research and student mobility via programs that promote internationalization.
International Cooperation and Visibility	It leads the Education track in the CapesPrint Program, with five internationalization projects-one for each research area-totaling more than one million dollars in funding. These partnerships are organized through Capes-Print projects, bringing together activities funded by Capes and other sources. It maintains many international partnerships, many of which have been active for over ten years and have produced various outcomes.	It has strengthened integration with institutions such as CLACSO, FLACSO, INFIEIS, WERA, LASAL, and Red Kipu. Partnerships with universities in Latin America, Europe, the United States, and Africa. It has undertaken active and collaborative institutional internationalization initiatives, involving agreements to develop “umbrella” projects among many universities. Linguistic and regional inclusion, fostering the development and strengthening of teaching, research, and publication activities involving faculty and students from the PPGE and foreign institutions.	It has expanded and intensified its internationalization efforts, which are organized into three areas: research, intellectual output, and mobility.
International Academic Mobility	It has a training program (Procad) that facilitates faculty members’ participation in postdoctoral programs and internships both in Brazil and abroad. Capes-Print has expanded these activities. Partnerships in Latin America are supported by Move la America scholarships. These include short-term research missions abroad and longerterm stays as visiting professors.	Sandwich Doctoral Program Abroad (PDSE Capes). Scholarships from funding agencies and direct support for international students’ stay provided by the Student Support Committee, the Office of International Relations, and the PPGE Secretariat.	It has actively participated in mobility programs, such as the Programa de Alianzas para la Educación y la Capacitación (Alliance Program for Education and Training), welcoming doctoral students from Mexico and master’s students from Honduras, and joining the GCUB-mob program (international mobility). The university has hosted students from Mozambique and Guinea-Bissau. Initiatives include CAPES scholarships for sandwich-type doctoral programs, technical visits, visiting professors, and international postdoctoral fellowships.
Internationalized Intellectual Output	International partnerships result in joint publications, including the organization and publication of such works. This internationalized intellectual output is incorporated into thesis committees, teaching activities, and ongoing research projects, contributing to research and providing experience with researchers in the program.	Increased publication of faculty members’ work in foreign languages in international journals. The PPGE supports the translation and/or payment of publication fees for articles in international journals to encourage publications resulting from international partnerships through internal funding calls. The program seeks to encourage faculty participation in international events.	Faculty, students, and alumni of the PPGEEs have been authors or coauthors of scholarly works published in international journals and books. Fifty-six articles were published in international journals, representing 10.4% of the total number of published articles, and 11 contributions appeared in international books.
Curriculum Internationalization	Research partnerships, internships, and participation in national and international forums. These activities were expanded through the Capes-Print program	The program offers: courses taught in foreign languages; courses taught with the participation of faculty from foreign universities; courses taught in another language and/or by professors from abroad;	It integrates internationalization into its curriculum by offering courses taught by foreign faculty and in partnership with national
		courses taught in Portuguese, with their syllabi including current references from the field of education in various languages; dual degree programs and joint supervision; international content integrated into curricula; inclusion of international publications in the required reading lists; undergraduate or Postgraduate Programs with an international component.	and international Postgraduate Programs.
Internationalization at Home	Integration of international students with scholarships from Move la America and Capes, and the consolidation of sandwich-program activities in tutoring for students who do not speak Portuguese. The goal is to increase the number of incoming sandwich-program doctoral students and strengthen publications abroad.	Hosting of foreign professors. International events in the field. Support for translation and/or payment of publication fees for articles in international journals	It promotes internationalization at home through the participation of foreign researchers in scientific events and courses. International researchers are also present in research groups.
Internationalization Initiatives with the Non- Academic Sector	Promoting academic and scientific potential by creating channels such as online newspapers and podcasts to disseminate science and technology to non-specialist audiences	Fortalecimento da integração com instituições como Clacso, Flacso, Infeies, Wera, Lasa e Red Kipus.	Partnerships and agreements with civil society organizations in defense of human rights.

Regarding internationalization on campus, it occurs in all three programs through initiatives that facilitate the presence of foreign professors and students, whether online or in person. Funding is most often provided by public agencies, though there is no explicit mention of contributions from the programs' own resources. The reports could describe this aspect in greater detail, which would help shape the strategic plan.

The internationalization of the curriculum is not addressed explicitly in any of the analyzed reports. There appears to be a lack of focus-or even awareness-of how internationalization can occur within the curriculum. The report for Program "G" clearly explains the participation of foreign professors teaching classes in a foreign language, demonstrating a strong internationalization of its curriculum. In addition to foreign professors' participation, the program includes reading lists in languages other than Portuguese throughout the proposed syllabi. According to Leask (2015, p. 9), incorporating international, intercultural, and/or global dimensions into curriculum content, learning outcomes, assessments, teaching methods, and support services is a strategy for curriculum internationalization. As Felicetti, Gutiérrez-Ríos, and PinedaRobayo (2024, p. 24) aptly state, "Curriculum internationalization depends on institutional processes, with teaching policies and practices aimed at fostering the learning necessary to produce graduates with intercultural competencies for global citizenship."

It is worth noting that the programs adopt strategies incorporating the various internationalization indicators proposed by CAPES. According to Hudzik (2011), CAPES's internationalization is characterized by comprehensive internationalization, which can occur within the campus itself. Beelen and Jones (2015) refer to this as "internationalization at home," and Leask (2012) refers to it as "curriculum internationalization" (IoC).

As shown in Chart 2, Program "E" demonstrates a strong commitment to internationalization by integrating it with national and regional engagement. This underscores the importance of the program's mission and national identity. The program actively pursues curriculum internationalization and internationalization at home. It also develops internationalization initiatives with the non-academic sector. This reflects a comprehensive commitment to excellence and social impact without losing sight of national values. Internationalization at home enhances the international and intercultural dimensions of teaching and research in graduate programs (Felicetti, Robayo, & Miranda, 2020).

The “G” program is an important step in the internationalization of the institution. It establishes partnerships to strengthen relationships for intellectual production, project development, and linguistic inclusion. It also encompasses diverse initiatives that align with the internationalization framework proposed by the reference document of the Evaluation Form. The program demonstrates a strong commitment to internationalization by integrating it into governance, the curriculum, research, and academic mobility. The internationalization policy is a multifaceted strategy that provides access to, produces, and disseminates knowledge. It focuses on reducing inequalities and promoting inclusive, high-quality education at the national and international levels. The program stands out for fostering collaborative research, encouraging publication in foreign journals, and promoting student and faculty mobility. This consolidates strategic partnerships with institutions in various countries and regions. According to Edmundo (2016), this strengthens not only international research cooperation, but also teaching, learning, and national curriculum standards. These actions reflect the PPGE "G" program's ongoing efforts to improve academic quality and social impact in education.

Program "I" provides a consistent and diverse path toward achieving internationalization, in line with institutional guidelines and objectives to promote academic excellence, produce relevant knowledge, and generate social impact in a global context. Concrete initiatives in research, mobility, and governance reinforce the program’s commitment to special education on the international stage. As noted by Felicetti, Robayo, and Miranda (2020), internationalization encompasses elements relevant to the quality and efficiency of the educational process in an interdependent and interconnected context.

The three reports clearly show a resurgence in internationalization, which is driven by significant investments from government agencies. Partnerships established with higher education institutions (HEIs) and projects developed by faculty members in collaboration with foreign universities were also identified. The three institutions that received a score of 7 in both four-year periods under review, as shown in Chart 3, which summarizes internationalization initiatives, share the common feature of receiving Capes-PrInt funding. This funding facilitates the implementation of these initiatives and elevates them to a level of excellence due to the quantity and quality of projects developed through Capes-PrInt partnerships. In addition to this funding, the three HEIs secured external funding from partner institutions, highlighting cooperation between programs and HEIs.

Chart 3
Internationalization Initiatives

HEI E:	HEI G	HEI I
National and international exchanges and partnerships are developed based on the Program’s research projects; the Program fosters activities centered on topics related to its research; Award of the CAPES-PrInt grant; Partnerships with foreign research groups; Visibility of research in other countries, not merely in peripheral contexts but through academic journals and publishers; Funding from government agencies and partner institutions; Diversity of projects and partnerships; Recruitment of visiting professors from abroad; Promotion of exchange programs.	Internationalization has been integrated across all activities; Awarded the CAPES-PrInt grant; Courses offered in another language and/or taught by professors from abroad; Publications in another language and/or with the participation of professors from abroad; Participation of foreign professors in program activities, such as thesis defense committees, courses, and seminars; Research projects in collaboration with foreign institutions; Faculty training internships abroad; Student training and research internships abroad; Participation in events abroad, etc.; Funding for publications; Partnerships with universities in Latin America, Europe, the United States, and Africa. Among these, particularly in our region, we highlight the Latin American Doctorate in Education; active and collaborative institutional internationalization initiatives; agreements for the development of “umbrella” projects; research projects with international teams; and co-authorship with international research partners.	The Internationalization Coordination Office (CInter) awarded the CAPES-PrInt grant. The program joined the GCUB International Mobility Program (GCUB-mob); inperson courses taught by visiting professors; International postdoctoral fellowships or senior research fellowships; International technical visits; A specific cooperation agreement for the creation of a Colégio Doutoral Tordesilhas (CDT) with the participation of Brazilian and foreign higher education institutions, among other established partnerships; Participation in the Move la América Program.

Thus, cooperation is more productive and effective when supported by the HEI and the relevant government agency-Capes-PrInt-strengthening partnerships and cooperation with foreign institutions and programs. Abba and Corsetti (2016) assert that considering regional characteristics and heterogeneities when selecting countries, institutions, and programs is an essential factor in forming partnerships and networks for developing joint projects.

According to Morosini et al. (2024), Capes-PrInt aims to

Promote technical visits/missions to international institutions;

Encourage the recruitment of international researchers1;

Foster participation in research groups with an international profile;

Promote the creation of projects involving international faculty and researchers;

Establish or strengthen the Chair Program (p. 11).

The importance of Capes-PrInt for internationalization should be highlighted, as well as the extent to which it has driven and sustained the internationalization of these three programs. This points to the need for projects of this scale, not only for programs of excellence, but also for growing programs. It also highlights the fragility of the internationalization of graduate programs in education in the Brazilian context, as they heavily rely on government funding. Even programs rated 7 rely heavily on government funding, as this rating provides the greatest financial boost for internationalization efforts. These findings suggest that programs should seek funding from sources beyond government agencies, such as banks and companies with civil and/or private status.

Continuing our analysis of the text and synthesized data, we present Chart 3, which outlines general actions to facilitate identification of internationalization efforts within each program.

Another indicator observed in the three programs is student and faculty mobility. Although mobility does exist, it remains limited. This can be attributed to financial costs, a lack of established partnerships with professors and researchers abroad, and a lack of proficiency in at least one foreign language among students and faculty. It is necessary to implement measures that support foreign language proficiency, which go far beyond the proficiency tests required in graduate and education programs-the focus of this study.

All three programs meet the internationalization criteria proposed in CAPES documents to varying degrees. Funding is essential for internationalization, whether to cover translation costs for publications, support research materials, facilitate student and professor mobility, or organize events. This means that graduate programs require a different investment profile than undergraduate programs without losing sight of the need for investment in both.

5 FINAL CONSIDERATIONS

This article mapped the internationalization initiatives of programs rated 7 that achieved excellence in evaluations for the 2017-2020 and 2021-2024 quadrenniums. The analysis focused on initiatives in accordance with the parameters proposed by the Coordination for the Improvement of Higher Education Personnel (CAPES).

Our analysis highlighted the CAPES parameters for internationalization as outlined in the Reference Document (CAPES, 2025): 1) governance and institutional commitment to internationalization, reflected in alignment between the mission of the higher education institution (HEI) and the program's mission, 2) international cooperation and visibility, evident in partnerships across various spheres, 3) international academic mobility involving faculty and student exchange, 4) internationalized intellectual output in publications with international partners, in other languages, and in international media, 5) curriculum internationalization with courses taught by foreign faculty in another language, 6) internationalization at home with foreign presence on campus, and 7) internationalization initiatives involving the nonacademic sector.

Mapping these initiatives, as shown in Charts 2 and 3, enables us to identify, reflect on, and devise strategies to achieve, implement, improve, and consolidate them within the Graduate Program in Education, even across programs that received different ratings in the CAPES evaluation. These strategies will also benefit institutions in other countries since CAPES's parameters encompass internationalization requirements. While internationalization is present in research output, publications, the curriculum, "internationalization at home," and the initiatives that programs have developed, it still lacks self-sustaining funding approaches. Furthermore, clarity regarding the actions that characterize internationalization indicators, particularly those related to the curriculum, remains minimal. This underscores the need for studies that clarify how to develop an internationalized curriculum. Self-assessment is key here. Programs must include these indicators in their self-assessment processes to develop strategies that address the evaluation form's indicators.

AI USE STATEMENT

No artificial intelligence tools were used.

DATA AVAILABILITY STATEMENT

The entire dataset supporting the results of this study was published in the article itself.

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Editor de Seção:

Rafael Ângelo Bunhi Pinto | Editora de Layout: Silmara Pereira da Silva Martins Editoras convidadas: Cristina Zukowsky-Tavares; Martha Maria Prata-Linhares

DECLARATION OF CONFLICT OF INTEREST

The authors declare that there is no conflict of interest regarding the article “Internationalization in the Brazilian stricto sensu: programs of excellence.”

Revisão - E-mail: [e-mail]

Traduzido por: Silvia Iacovacci E-mail: [e-mail]

Publication Dates

• Publication in this collection
  05 Oct 2026
• Date of issue
  2026

History

• Received
  08 Apr 2026
• Accepted
  06 July 2026
• Reviewed
  20 July 2026