Principles for an Antiracist and Decolonial Internationalization Based on "Pedagogy in Process: The Letters to Guinea-Bissau" by Paulo Freire

This paper critically reflects on possible paths toward an antiracist and decolonial internationalization of higher education, grounded in the ethical, political, and pedagogical principles of Paulo Freire’s Pedagogy in Process: The Letters to Guinea-Bissau. Theoretically and reflectively oriented, it combines an analytical reading of Freire’s work with a narrative synthesis of critical and decolonial studies on internationalization. The analysis is structured around three axes: (i) Decolonizing to internationalize; (ii) Internationalization as a practice of freedom; and (iii) Challenges and pathways for antiracist institutional practices. Given the commonly market-oriented character of internationalization, which perpetuates colonial legacies, Freire’s work provides a powerful framework for policies that promote intercultural dialogue, solidarity, and the recognition of marginalized knowledges. Key actions include revising the institutional concept of internationalization, promoting South–South cooperation and regional integration, expanding equity scholarships, advancing interiorization of internationalization, and training leaders sensitive to racial and epistemic justice.