Instituições brasileiras de ensino e pesquisa na Cooperação Sul-Sul para o desenvolvimento: ciência, tecnologia e inovação

Abstract

The main objective of this study was to identify and analyze the relevance of ‘South-South cooperation’, especially BRICS, in the scientific and technological activities of the Universidade do Estado do Rio de Janeiro, Universidade Federal do Rio de Janeiro and Universidade Federal Fluminense, in the period from 2003 to 2021, using the quantitative approach for data analysis. As results and conclusion, of the total of 2,283 partnerships, the ‘Global North’ obtained 1,690 (74%) and the ‘Global South’ 593 (26%). The establishment of partnerships with the ‘South-South cooperation’ reached a growth of 330.4%, just below the ‘North-South cooperation’ (338.1%). Among all regions, the biggest growth was with BRICS countries (1,650%). In the percentage variation between periods, from 2003 to 2014, ‘South-South’ had the highest growth (329%), from 2015 to 2021, it suffered the biggest drop (130.8%). From 2003 to 2014, the ‘North-South’ achieved a growth of 266.7%, dropping to 164.3% from 2015 to 2021. Regarding the drop in percentage growth observed in the period from 2015 to 2021, looking at the percentage growth in the period from 2010 to 2014, it is important to note that international partnerships continue to increase. The data show that although the ‘Global North’ occupies the first position in the number of agreements, developing countries form an important and growing share of the international partners of the selected universities. Teaching and research institutions are important instruments for increasing capacities, translated into expanding the power and development of countries. For the change in the international order, measured in terms of position, it is essential that the BRICS countries use the available financial instruments to create and support long-term partnerships aimed at increasing the scientific and technological capacity of universities and strengthening their international presence through the regime for the development of the South. We also emphasize the need for Brazil to include universities in a national education policy for the internationalization of Brazilian science.