Many critical perspectives on International Relations (IR) argue that the academic conception of the international-global is based on the universalization of Western modernity as the superior alternative to political thought. However, this perspective rarely theorizes the Political Economy of Knowledge (PEK) that sustains the superiority of certain principles through unequal market exchanges of university knowledge. The PEK perspective has stood out in recent years, discussing the impact of capitalist globalization on the neoliberal standardization of education, an impact that is quite evident in Brazilian universities. Despite this, the political economy approach does little to reflect the very meaning of the global and the international as a central dynamic of power. Navigating these theoretical gaps, the present research focuses on the PEK, but theorizing how this political economy can be considered international and global. The research question is: how does the pedagogical experience in Brazilian higher education, as well as its insertion in an PEK, help to conceptualize the international and the global? The research methodology consists of engaging with this experience through an autobiographical textualization that interconnects reports about the classroom of teachers and students in Brazilian undergraduate, graduate and communiarian prepschools classes. With this methodology, the research explores the theoretical approach called critical international study, which suggests classrooms as nodal points of a multi-faceted international-global PEK, which, in turn, pushes pedagogy towards its most dialogical forms. Through this approach, the research argues in favor of the co-constitutive relationship between pedagogy and international-global politics.