title: STRATEGIES IN SEARCHING HOMOGENEITY IN A FACULTY OF A POSTGRADUATE PROGRAM.
abstract: The professor plays a fundamental role in a graduate program, considering he/she is who plans and performs a great part of the tasks, and he/she is also responsible for spreading knowledge among students. The professor should use didactical resources for his/her continuous qualification, being responsible for situations favoring the development of students who should learn according to the best and easier way. The homogeneity in the postgraduate program consists of having subgroups of research corresponding to the Areas of Concentration, where each subgroup works with some distinct topics of research. It is desirable that the staff of postgraduate program has a significant and high quality scientific production, homogeneously distributed among them. The professors must systematically search for resources for research in agencies supporting research, not only for sponsoring the studies, but also for adding value to the researchers involved in the whole activities. The postgraduate programs need to support the professional qualification of their staff who should improve their knowledge on epidemiology for clinical studies, ethics in research and teaching skills. Two characteristics of the postgraduate system in Brazil are the nucleation and solidarity, based on the capacity and/or interest of those more structured programs to help those beginners, cooperating with their activities. The Capes (the national governmental agency responsible for coordinating and evaluating all postgraduate programs in Brazil) valorizes the social insertion in the context of postgraduate programs´ activities. It includes the recognition of activities with technological, cultural, educational and social impact as criteria for evaluation of the programs. Does exist an ideal model of postgraduate program? We think that there is no a mathematical formulae nor an ideal model for a postgraduate program. Each institution should make adaptations and search for improvements of their faculty and students´ teams. O docente tem importância fundamental no programa de pós-graduação, pois é quem planeja e executa grande parte das tarefas, sendo também o responsável por difundir conhecimentos aos alunos. O professor deve utilizar recursos didáticos que o qualifiquem continuamente, criando condições favoráveis para que o aluno se desenvolva e aprenda da melhor maneira e com mais facilidade. A homogeneidade no grupo de pós-graduação consiste da presença de subgrupos de pesquisa correspondentes às Áreas de Concentração, onde cada subgrupo trabalhe com algumas linhas de pesquisas diversificadas. É desejável que o corpo docente tenha significativa produção científica, de qualidade e distribuída homogeneamente entre os docentes. Estes devem sistematicamente buscar recursos em agências de fomento para pesquisa, tanto para o custeio dos estudos, quanto para a valorização dos pesquisadores envolvidos em todas as atividades. Os programas de pós-graduação precisam investir na formação de seus docentes, os quais devem aprimorar seus conhecimentos em epidemiologia de estudos clínicos, ética em pesquisa e em didática. Duas das características do sistema de pós-graduação no Brasil são a nucleação e a solidariedade, embasadas na capacidade e/ou interesse dos mais estruturados se solidarizarem com os programas iniciantes, cooperando com as suas atividades. A Capes valoriza a inserção social no contexto das atividades dos programas de pós-graduação, prevendo nos critérios de avaliação o reconhecimento de atividades com impacto tecnológico, cultural, educacional e social. Existe um modelo ideal de pós-graduação? Partimos do pressuposto de que não há uma fórmula matemática ou modelo ideal de pós-graduação e sim que cada instituição deve se adequar e buscar aperfeiçoar seu corpo docente e discente.
authors.affiliation: Postgraduate Program in Obstetrics and Gynecology, Department of Obstetrics and Gynecology, School of Medical Sciences, University of Campinas, Campinas, SP, Brazil.
authors.forename: José G
authors.initials: JG
authors.lastname: Cecatti
authors.affiliation: Postgraduate Program in Obstetrics and Gynecology, Department of Obstetrics and Gynecology, School of Medical Sciences, University of Campinas, Campinas, SP, Brazil.
authors.forename: Karayna G
authors.initials: KG
authors.lastname: Fernandes
authors.affiliation: Postgraduate Program in Obstetrics and Gynecology, Department of Obstetrics and Gynecology, School of Medical Sciences, University of Campinas, Campinas, SP, Brazil.
authors.forename: Renato T
authors.initials: RT
authors.lastname: Souza
authors.affiliation: Postgraduate Program in Obstetrics and Gynecology, Department of Obstetrics and Gynecology, School of Medical Sciences, University of Campinas, Campinas, SP, Brazil.
authors.forename: Carla
authors.initials: C
authors.lastname: Silveira
authors.affiliation: Postgraduate Program in Obstetrics and Gynecology, Department of Obstetrics and Gynecology, School of Medical Sciences, University of Campinas, Campinas, SP, Brazil.
authors.forename: Fernanda G
authors.initials: FG
authors.lastname: Surita
mesh_terms: D001938:Brazil; D004503:Education, Medical, Graduate; D005180:Faculty, Medical / Q000592:standards*