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The increasing dispute between the United States of America and China finds a main area of competition around 5G, which will enable a substantial improvement in the capacity for vehicle auto-guidance, remote operations, robotics, artificial intelligence and other dual-use applications. While 5G is still emerging, the global shaping of the network infrastructure, regulations, patents and standards involves the Global South. It is an eminently global dispute for markets, but also for national security, which has gained a central place on the foreign policy agenda of most of the countries around the globe. In this context, the objective of this text is to analyze the emergent conditions of 5G in two of the main countries of the Global South, India and Brazil, within the dispute between the US and China. Through the contextualization of this dispute and its implications in India and Brazil, we seek to extract a series of preliminary reflections for other countries of the Global South. Thus, this paper contributes to a key area understanding the emergent conditions of a new phase of the mobile telecommunications paradigm developing two main cases still unexplored systematically by the literature in Spanish. [ABSTRACT FROM AUTHOR]

The objective of the paper is to analyze the extent to which the decolonial perspective is reflected in the teaching and the research in the area of International Relations (IR) in Brazil. The first part is conceptual and discusses the meanings of Decoloniality and its interfaces with the area of IR. Then, the empirical analysis is presented. Documents, data and studies were used to analyze Brazilian undergraduate and graduate courses in this area. We found some initial advances with the inclusion of debates on Ethnic-Racial Relations in undergraduate courses, the constitution of research groups and the existence of some (few) doctoral theses on the subject. However, several significant challenges were found for Decoloniality to assert itself as a relevant axis in Brazilian IR studies. Among them, the small insertion of these contents on the (undergraduate) curriculum, the centrality of the state-centered theories, racism and institutional resistance. [ABSTRACT FROM AUTHOR]