The process of internationalization of education (IE), understood by Knight (2003) as the introduction of a global, intercultural, and international dimension in the purposes, functions and services offered by educational institutions, is not a new practice. However, in recent decades, IE has been influenced by the markedly economic demands of globalization, which framed the scientific knowledge produced by central countries in the logic of the geopolitics of knowledge (NEZ; FRANCO, 2018), polarizing the legitimate flows of research production in rich countries. Through academic mobility actions, universities in central countries began to sell educational services (language courses, linguistic and cultural exchanges, technical training) with peripheral countries, to obtain profits. In this context, educational language policies (ELPs) for the promotion of the English Language (EL) and proficiency tests are evident, as well as the role of the teacher of this language (PAZELLO, 2019). From this problematization and understanding that the IE guided by the rationality of Western modernity requires critical analysis (MARTINEZ, 2017), this qualitative research is located in the midst of the critical education of language teachers (PESSOA, 2018), as it considers that criticism can activate the teaching agency, in favor of sustainable, ethical, collaborative and responsible alternatives for promoting IE and ELPs actions in educational institutions. That said, the objective is to investigate the movements of (trans)formation and teacher agency in a group of EL teachers throughout the implementation of a didactic proposal for continuing education in IE and ELPs in institutions of the Federal Network of Vocational, Scientific and Technological Education (Federal Network) of Brazil. To this end, critical discussions on language education in EL (FERRAZ, 2015; PESSOA; SILVESTRE; MONTE-MÓR, 2018) and (continuing) education of language teachers are considered (LIBERALI, 2010; PESSOA, 2011; 2015; MENEZES DE SOUZA; MONTE MÓR, 2019) and IE (LIMA; CONTEL, 2011; VAVRUS; PEKOL, 2015;

STEIN, 2019). This didactic proposal, of interventionist character and guided by collaborative-critical action research (BURNS, 1999; SILVESTRE, 2008), has been developed through synchronous virtual meetings and asynchronous activities, whose exchanges of experiences and critical reflections are verbalized in the interactions between the participant teachers and the researcher, and compose the empirical materials to be analyzed. Data generation has taken place through the following instruments: documents that guide the continuing education of teachers, the EI and