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In this article we seek to understand and problematize how the concept of internationalization is outlined in the National Graduate Plans (PNPG) in Brazil and the response of the education field from the elaboration of these documents. The analysis was carried out by means of bibliographic and documentary research, using as primary sources the five available PNPGs: 1975-1979; 1982-1985; 1986-1989; 2005-2010; and 2011-2020, as well as the seven Education Area Documents located on the internet: 1998-2000; 2001-2003; 2004-2006; 2007-2009; 2010-2012; 2013-2016; and 2017-2020. The documents were analyzed from a historical perspective, demonstrating that the internationalization of the programs already appeared, albeit diffusely, in the first PNPGs analyzed, and became more frequent and articulated with the social and economic context over the years. The increase in its importance is related to the aim to build a graduate program with international characteristics, similar to world class universities. The research also demonstrates that the education field, at times, acts in contradictory ways: by approaching the concept of internationalization with widespread dominance, and, at the same time, creating propositions that reveal concern with scientific production of science and support alternatives to market graduate school.
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