International migratory circulation and social thought in Brazil

This study aims discuss two modalities of international migratory circulation involving Brazilian scientists and their repercussions over the social thought concerning education. From the concept of migratory circulation connected to mobility routes and identity constructions of intellectuals (HILLY, 2009; JACOBY, 1987), it is possible to distinguish two modalities of international migratory circulation in Brazil: firstly, a modality prevalent between 1950 and 1970; secondly, the one that takes place since then. Based on qualitative approach, this work used data from Brazilian Department of Education, as well as bibliography on the theme and non-documented sources such as testimonies of Brazilian social scientists who have internationally migrated. By analyzing the first modality of migratory circulation it turned out that it was characterized by Brazilian social scientists financed by governmental agencies who attended to excellent universities and research centers, mostly in the USA – such as the University of Chicago and Columbia. In such places, they got in contact with theoretical approaches legitimated by that time. Later on, when they returned to Brazil, they were offered to work in research centers of the government whose aim was to contribute to the formulation of public policies to Brazilian education. On the other hand, the second modality is characterized by researches also financed by public resources who differently from the first modality, generally migrate to Europe and USA. Furthermore, regarding that they attend to/work for Brazilian universities, they establish commitments with exigencies of academic issues, training new researches and producing scientific knowledge according to the pattern defined by international forums. Their wish is to work in graduation and post-graduation courses. By comparing the first and second modality, the results of this study suggest they present different connections with the institutional environment, produced knowledge, commitment with transforming social reality, and creation of public policies to Brazilian education.