Colaboração e internacionalização na pós-graduação: considerações sobre uma disciplina bilíngue nos Programas em Letras da UTFPR e da UEM

Taisa Passoni; Luciana Cabrini Simões Calvo

doi:10.14393/DLv19a2025-74

Authors

Taisa Passoni Federal University of Technology of Paraná https://orcid.org/0000-0001-7819-1327
Luciana Cabrini Simões Calvo State University of Maringá https://orcid.org/0000-0001-8145-0588

DOI:

https://doi.org/10.14393/DLv19a2025-74

Keywords:

Collaboration, Internationalization, Bilingual Course, Languages Graduate Program, Teachers Education

Abstract

Collaboration mediated by technologies has been increasingly promoted in the contemporary landscape as an alternative to foster connections between institutions and to develop partnerships among members of the academic community. The use of an additional language in such collaborations opens up opportunities for interaction with people, materials, and texts from diverse backgrounds and enables participation in internationalization initiatives. Within this context, the present article focuses on a bilingual course (Portuguese and English) created and co-taught by two professors from public universities in Paraná (UTFPR and UEM) during the second semester of 2021. This course is characterized as a collaboration aiming at internationalization. This article analyzes the potential and challenges of this initiative, as well as the faculty collaboration, the students engagement and the participation of invited (national and international) professors. All those actions were enabled and facilitated by Information and Communication Technologies (ICTs), as a means to foster internationalization efforts. The study also addresses linguistic aspects of the bilingual proposal in light of the prominence of English as a medium of instruction (Galloway, 2020; Gimenez et al., 2021, 2024; Passoni et al., 2024), from a multilingual perspective. Based on the syllabus, planning documents, Google Classroom records, and a questionnaire completed by the students, three interpretative categories were developed for the analysis of the reported initiative: a) collaboration; b) use of two languages; and c) curriculum. The results show that, overall, the collaboration between students and instructors, and the participation of various guest speakers brought relevant elements that enriched the offer of an online course within the graduate curriculum. Furthermore, the combination of technological learning and language development—through the use of both English and Portuguese in the teaching methodology—proved to be a valuable asset for this initiative, which can be considered successful. Despite its potential, the implementation of this practice also posed challenges, particularly related to bureaucratic issues, the coordination of the instructors’ schedules, and the alignment of academic calendars across graduate programs. The reflections presented here aim to inform future iterations of the course and to encourage the adoption of this model in other curricular components.

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Author Biographies

Taisa Passoni, Federal University of Technology of Paraná

Doutora em Estudos da Linguagem pela Universidade Estadual de Londrina. Professora adjunta do Departamento de Letras - área de Língua Inglesa - da Universidade Tecnológica Federal do Paraná, campus Pato Branco. Coordenadora do Programa de Pós-Graduação em Letras (PPGL) na mesma instituição de 04/2021 a 07/2023.
Luciana Cabrini Simões Calvo, State University of Maringá

Doutorado em Estudos da Linguagem pela Universidade Estadual de Londrina. Atualmente é pesquisadora de pós-doutorado no Programa de Pós-graduação em Educação da Universidade Federal do Espírito Santo, com bolsa do CNPQ. É professora associada do Departamento de Letras Modernas e professora permanente do Programa de Pós-Graduação em Letras da Universidade Estadual de Maringá.

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