Internationalization has been explored in recent years in Brazil, especially due to national demands, such as those put forward by the Coordination for Higher Education Staff Development, and the emergence and development of programs such as PEC-G, Science without Borders, and Languages without Borders—the latter has greater impacts for language teachers, given its focus on language teaching, learning, and teacher education. Discussions, however, often address the process from a technical perspective (Buckner & Stein, 2020) or mostly focus on the Higher Education level (Mandarino Silva, 2024). Considering that and given our concern with language education, we aim to analyze the National Guidelines for the Internationalization of Basic Education in Brazil, mapping the roles attributed to language. This is a qualitative study, characterized as social cartography (Andreotti, 2016), which, as our praxis, is constructed from an engagement with critical perspectives, including the ones informed by studies such as Martinez (2019), Mignolo (2011), and Stein and Silva (2020). The results indicate that, despite the technical tone focused on how to internationalize, there are multiple perspectives on the role of language and attempts to engage with critical orientations. Nonetheless, the discussions concerning ethical and political layers still need to be explored.