Third Space in the Development of Global Citizenship: an experience of internationalization of extension
PROEX approved under number 1788 in July 2020
Title: Third Space in the Construction of Global Citizenship: an experience of internationalization of Extension
Extension action type: PROJECT
Target Audience:
( ) External
(x) General - Internal and External
Estimated audience – 250 people
Start Date: 07/01/20
Completion date: 06/30/2022
Keywords: third space, technology, internationalization, global citizenship
RESUME
Abstract: United Nations Sustainable Development Goal 4.7 challenges higher education to integrate education for global citizenship. The university has the potential to provide learning opportunities for the development of education for global, national and local (glonacal) citizenship. The objective of this project is to promote practices for global citizenship education in the post Covid context using technology to place students and teachers in interconnected relationships, locally and transnationally, collaboratively with governments, companies and communities. More specifically, the project aims to integrate UFES teaching, research, extension and internationalization actions in the development of a global citizenship acting in a third space of exchange/and transfer of knowledge/innovation and technology of UFES with the external and internal community.
Expanded proposal summary:
The present project aims to promote education in general and the construction of a global citizenship that recognizes the local and national tensions in what we are calling “glonacal” citizenship, acting in a third space that allows the exchange and transfer of knowledge, innovation and UFES technology for the external community with internationalization and interaction actions through virtual technologies and foreign languages. The project's actions aim to integrate the teaching of diverse contents in virtual interactions through foreign languages, promoting the process of internationalization of UFES and its community, as well as the transfer of knowledge/innovation/science from the university to the external community in articulation with different areas of knowledge.
The United Nations Sustainable Development Goal (SDG) 4.7 challenges higher education (HE) to integrate education for global citizenship. The university, as a key stakeholder, has the potential to provide learning opportunities in communities, based on systems thinking and collaboration, as a necessary mindset of education for global, national and local citizenship. In this sense, the objective of this project is to promote practices for education for global citizenship in a post-Covid world, which uses technology to place students and teachers in interconnected, locally and transnationally collaborative relationships with their governments, companies and communities in a action-intervention-based project to establish robust educational practices for the “Third Spaces”, understood as learning spaces that transcend geographic and perspective boundaries to develop new understandings that connect subjects to the world around them, in a movement of internationalization of the Extension.
RATINGS:
Main subject area: Education.
Related subject area: none.
Extension Line: Specific Themes/Human Development.
Major area of knowledge: Human Sciences.
PRESENTATION
Abridged (according to PROEX platform)
In the post-Covid 19 scenario, higher education faces the challenge of approaching local society through extension actions to face global problems such as the pandemic, transferring knowledge accumulated in universities in their teaching, research and internationalization actions in a world of increasingly porous borders. Higher education plays an important role in building a global citizenship that recognizes and prepares citizens to face global, national and local tensions/issues at different levels. Technological innovations that bring different cultures together coexist with persistent local, national and international inequality. The lack of linguistic and digital literacy limits access to online information and the possibilities of acting in an increasingly virtual context. In this scenario, approaches such as COIL (Collaborative Online International Learning) stand as alternatives for opening learning spaces with the potential to include a greater number of people in this virtual context or in cyberspace, this infrastructure of technological resources. The internet can be used to create hybrid spaces that here we call third spaces. The third space presupposes tensions and resistances and includes a diversity of knowledge and practices conducive to the construction of this global citizenship, which in turn allows the confrontation of different cultures, languages and identities, fostering the development of interculturality and internationalization. In this project, the vision of internationalization refers to the intentional process of integrating an international, intercultural or global dimension in the provision of teaching, research and extension actions in higher education. To these possibilities we add the construction of a global citizenship, that is, a citizenship that can be exercised in local, national and global contexts.
justification
summarized
Ortiz (under construction) suggests that small and medium-sized exporting companies (SMEs) are the most vulnerable in terms of internationalization and facing the global economic reality in the post-Covid19 scenario. Drawing a parallel with the Covid-19 pandemic and risk groups, we can say that while the elderly are the most affected from a physical health point of view, SMEs are the most affected from an economic and national point of view. . United Nations Sustainable Development Goal 4.7 challenges higher education (HE) to integrate education for global citizenship. The university has the potential to provide learning opportunities in communities, based on systems thinking and collaboration, as a necessary mindset of education for global citizenship. In this sense, the objective of this project is to promote practices for education for global citizenship in a post-Covid world, which uses technology to place students and teachers in interconnected, locally and transnationally collaborative relationships with their governments, businesses and communities in an intervention-action-based study project to establish robust educational practices for the “Third Spaces”. ”, understood as learning spaces that transcend geographical boundaries and perspectives to develop new understandings that connect students to the world around them. In the case of this project, we will seek to bring UFES closer to the community formed by SMEs in ES, through online collaboration and knowledge transfer with a technology-focused global citizenship education model that promotes connections between the community and the university. (UFES), promoting the international entrepreneurship of SMEs.
Characterization of the target audience:
The internal public will be made up of professors and students from undergraduate courses in Letters, Administration and Post-Graduation in Education, Linguistics, and Administration. The external public will be made up of members of SMEs from the State of Holy Spirit, who seek international entrepreneurship.
Main goal
Create a third space for building global citizenship through exchanges and interactions mediated by technologies, languages and knowledge shared in this third space both with the internal community of UFES and with the external community of SMEs.
Specific objectives:
1. Create a third space between UFES and segments of society, in particular small and medium-sized exporting companies (SMEs) in the State of ES to support internationalization
2. Work with SMEs in this third space to identify their needs in terms of internationalization in a post-covid context 3. Create strategies for the transfer of knowledge from UFES to SMEs and their communities to support their internationalization/international entrepreneurship and construction of a global citizenship.
Methodology
The methodology used will be action research, articulating teaching, research, extension and internationalization actions between UFES and the internal/external community. The project intends to be developed over 3 phases, namely:
1st phase - Planning
Contacting policy and support entities such as Findes and Fapes and mapping/surveying the SMEs that will be incorporated into the project. Contact with companies and selection of up to 10 for project intervention/knowledge transfer/innovation through COIL.
2nd phase - Implementation
Implementation of the extension project actions with the selected companies and in articulation with volunteers from the Letters and Administration courses at UFES.
3rd phase - Systematization of results and dissemination
Analysis, compilation, systematization and dissemination/socialization of results.
form of evaluation
The evaluation will be integrative, qualitative and carried out throughout the phases of the project through instruments such as semi-structured interviews in the form of a conversation circle (and individual, if necessary) carried out online, online questionnaires (Google Forms/Microsoft Office 365 Forms) and observations in loco. The data collected will serve to guide the course of actions in the different phases of the project and may be made available to the actors involved in the process for self-assessment, improvement(s) and strategic planning.
physical infrastructure
The physical infrastructure used will be the Room of the International Relations Center (NERI).
Has a link to teaching:
(X) Yes
( ) No
Linked to research:
(X) Yes
( ) No
It involves raising financial resources or durable goods:
( ) Yea
(X) No
**Involves release of the coordinator's workload approved in the Department:
( ) Yea
(X) No
Name: Type of participation (options – coordinator, sub-coordinator, member)
Kyria FinardiCoordinator
Tania DelboniSub-coordinator
Ramon OrtizExternal member
Gabriel AmorimExternal member
Barbara SimoneliExternal member
Roberta Gomes LeãoExternal member
PLANNED ACTIVITIES
Contact with Fapes support entities, Findes 01/07/2020 to 31/12/2020;
Mapping/surveying of SMEs that will be incorporated into the project 03/01/2021 to 05/01/2021;
Survey with the 10 companies that participate in the project for intervention planning 05/01/2021 to 07/01/2021;
Intervention planning 01/07/2021 to 01/08/2021;
Intervention in companies 08/01/2021 to 02/28/2022;
Analysis of results, Synthesis, report production and dissemination 03/01/2022 to 06/30/2022.
PARTNERSHIP
Name of Partner Institution
The University of Coventry (UC) will be a partner with regard to the internationalization of extension through the COIL (Collaborative Online International Learning) approach, with the support of volunteers from the English Letters and Business Administration courses at UFES.
Coverage
Main cities in the State of Espírito Santo.
VISUAL SUMMARY WITH IMPACT available by clicking the following link:
Table-Impact-project-extension-UFES-UC.pdf
SUMMARY
Description: The United Nations Sustainable Development Goal (SDG) 4.7 challenges higher education (HE) to integrate global citizenship education in teaching and learning. HE is a key stakeholder, well-situated to facilitate interconnected community-based learning opportunities, grounded in systems thinking and collaboration, as a required mindset of global citizenship education. The purpose of this project is to aid global citizenship education in a post-Covid world through a partnership between UFES, CU and the local community through the use of technology to place students and teachers in interconnected, locally and transnationally collaborative relationships with their governments, NGOs, corporations, and communities.