When we talk about universities and Higher Education Institutions (HEIs), we are talking about environments considered as valuable resources for the sociocultural context in which they are inserted, therefore, the investment in PS in these environments is also an investment for the future. The movement of Health Promoting Universities (UPS) arises from this conception, which sees the university as influential in the transformation of individuals and communities. When analyzing works on PS, we noticed that there are many different interpretations and approaches. To better understand the possibilities and directions, it is important to consider the scientific studies related to UPS. This article constitutes an integrative literature review, highlighting practical-methodological conceptions and textual modalities presented regarding UPS. Through this study, it is possible to perceive that the university plays a fundamental role in the identification and resolution of health problems. These actions involve the creation and implementation of educational, political, legislative and organizational strategies. The constitution of a UPS should be presented in a more systematic way, focusing efforts on strengthening networks and characterizing this movement. Over the years and the growth of the movement, a favorable scenario of SP strategies in HEIs has been built. However, the necessary care must be maintained so that SP actions and projects in higher education do not succumb to a context of commodification. The tendency to understand health solely as the absence of disease must also be overcome.

This work, with a quantitative, exploratory and descriptive approach, aims to evaluate the quality of sleep of undergraduate students of the Interdisciplinary Bachelor of Health (BIS) at the Federal University of Bahia (UFBA). For this, this research, carried out from the elaboration of a collection of articles that deal around this issue, was divided into two products: the first article deals with the quality of sleep of undergraduate BIS students at UFBA during the COVID pandemic -19 and was carried out based on the collection of primary data through a questionnaire applied to the students, containing questions related to socio-demographic characteristics and questions for measuring the Pittsburgh Sleep Quality Index. The second, in turn, was carried out with the aim of estimating the prevalence of excessive daytime sleepiness (EDS) and associated factors in BIS undergraduate students at UFBA, and thus discusses the main factors associated with EDS in BIS students. The results of the articles contributed to identify a high prevalence of poor sleep quality and EDS in BIS students. Associations were also observed between sleep quality and modifiable and nonmodifiable variables. In addition, it was observed that, with the arrival of the COVID-19 pandemic, most undergraduates noticed changes in their sleep. It is expected that this study will serve as a subsidy to foster discussions on the quality of sleep in undergraduates and interventions on sleep educational programs in higher education, increasing the level of knowledge about this subject among the academic community and the propagation of sleep habits healthier through activities and actions on sleep hygiene and on the importance of preventing poor sleep quality and EDS, which harm the well-being and health of students

Higher education in Brazil is built in a segregationist way, focused on the middle and upper classes. The educational marginalization of most of its population is the fruit of the colonial heritage, which left practically no access to education for all those who were subordinated by the colonizer. In the realm of knowledge production, the Brazilian university has established modern science as its ultimate and supreme knowledge, thus excluding all types of knowledge "foreign" to the parameters of its scientificity. However, in recent years, a change is underway in the case of Brazil. Two milestones can be mentioned in the transformation of the exclusionary paradigm. The first is the implementation of the Support Program for Restructuring and Expansion Plans of Federal Universities (REUNI), in 2007. The second milestone is the enactment of Law No. 12,711/2012, the so-called Quotas Law. In the curricular changes encouraged by REUNI, the Interdisciplinary Bachelors (BI) represent, at the Federal University of Bahia (UFBA), an opportunity for curricular innovation proposing a general education in the higher education scenario. From these changes, UFBA presents gradual alterations in the ethno-racial and social profile of the students, becoming more inclusive and diverse. However, when thinking about these changes that result from the arrival of new racial-ethnic, social, sexual and gender profiles, we also need to think about the epistemological inclusion of these subjects, since they bring new pedagogical, curricular and training challenges. This qualitative work aimed to understand how the new pedagogical proposal of the BI, specifically the BI in Humanities (BIH), has contributed to the implementation of intercultural dialogue and the promotion of cognitive justice. Having as theoretical reference the decolonial studies, we used comprehensive interviews, conducted with quota-holding students, for data production. The main empirical results of the research point to the power of the BiH to promote a convergent education between interdisciplinary science and intercultural education. It becomes an effort, albeit preliminary, of the course to propose and discuss new pedagogical and theoretical proposals from different theoretical frameworks. A preambular effort, as it was observed, when analyzing the course plans, that they sin in the selection of the obligatory bibliography of the analyzed components, as they privilege certain geopolitical bodies.

The COVID-19 pandemic resulted biopsychosocial impacts in global scale, requiring studies to be understood. In this direction, this research aims to apprehend the social representations of university students about COVID-19. Data were produced through a Free WordAssociation Test, a sociodemographic questionnaire and interviews, in two moments. The first moment consisted of the virtual application of the Free Word-Association Test and the second, of the realization of the interviews, both virtual and in person. At both times, a sociodemographic questionnaire was applied. A total of 287 students from the interdisciplinary baccalaureate from UFBA participated in the first stage of the study and, in the second, 34 students. The test was carried out from August 2021 to May 2022 and the interviews between November 2021 and November 2022. A sociodemographic data were presented by frequency, measures of position and central tendency. The test data resulted in a four-house chart and a similitude tree. Based on the interviews, a Descending Hierarchical Classification was produced. The softwares used were Jamovi® , Evoc® and Iramuteq® . Data analysis was based on Bardin's Content Analysis techniques and Jean-Claude Abric's considerations on the structural approach of social representations. Regarding sociodemographic data, most students are black people, religious and cisgender women. The possible central core of the social representation about COVID-19 was composed of the idea that COVID-19 generated a pandemic, marked by death and the fear of illness and death. The peripheral elements were constituted by the sensation of chaos, by a certain restlessness in relation to the government and the presidency. The peripheral zone was also integrated by health protection measures and the emotions of the participants, such as anxiety, insecurity and sadness. Respondents highlighted that the pandemic had impacts on their lives and their community. They demonstrated confidence in scientific knowledge for confront the pandemic. In this context, dissatisfaction with the presidential government, with its conduct and political positions was an element present among the interviewees. Thus, the COVID-19 pandemic triggered negative feelings of anxiety and fear, especially in relation to family members, due to the fear that family members would contract the disease. As COVID-19 is a recent disease, it is suggested to deepen its social representations in future studies, including with other groups. It is hoped, with this study, to contribute with reflections that help the university to design strategies for moments of crisis.

The training of healthcare professionals and workers has been considered a critical issue in the
implementation of the Brazilian Unified Health System (SUS). In this perspective, there has
been an intensification of debates regarding the need for reforms and changes in higher
education policy, the teaching model, and pedagogical processes in various courses. Medical
education, in particular, has been a significant topic in these debates, leading to the creation of
new National Curriculum Guidelines in 2014, which guide the development of new courses and
curriculum reforms in existing ones. In Bahia, the establishment of the medical course at the
Multidisciplinary Institute in Health (IMS) within the advanced campus of the Federal
University of Bahia (UFBA) in Vitória da Conquista, implemented from 2015, stands out.
Based on an innovative curriculum organization proposal, this course is the subject of an
investigation conducted as part of the Master's program in Interdisciplinary Studies at the
University (EISU - IHAC/UFBA). Initially, an integrative literature review was conducted on
the incorporation of the integrated curriculum proposal in undergraduate health courses in
Brazil to identify the conceptual and methodological foundations of this type of curriculum
since this approach was adopted in the IMS-UFBA Medicine program. This is a unique case
study, and data collection was carried out through document review and interviews with key
informants, namely faculty members who participated in the development of the Pedagogical
Political Project of the course and were part of the original Teaching Structuring Core (NDE),
as well as faculty members of the current NDE (2022) and students from the first class of the
course. The results include the characterization of the institutional context in which the course
was created, the analysis of the Pedagogical Political Project, and an examination of the course
implementation process. Thus, it was possible to discuss the conceptual and methodological
foundations of the IMS-UFBA Medicine program, observing an innovative curriculum design
that proposes a vertical and longitudinal integration of content throughout the course, using
active teaching and learning methodologies and devices. Furthermore, it was noted that,
according to the perception of the teachers regarding the development and implementation
processes of this course, it has faced various challenges, especially the insufficient and
inadequate faculty resources to meet the needs arising from the innovative pedagogical project.
However, despite this, the first class successfully graduated. It should be noted that the research
findings are presented in the form of three articles, with the elaboration of a fourth article
planned to contain the analysis of the students interviewed about the course.

As of Law 12.711 of 2012, public universities in Brazil began to adopt a quota policy for
black, indigenous and public school students. Before the law was approved, more than a half
of federal universities already adopted different types of affirmative action, reaching diverse
groups. In 2004, UFBA, through an internal Resolution 01/04, established for the first time
the admission of up to two students, in addition to the number of places established for
undergraduate courses, as long as residents of remaining communities of quilombos or
indigenous. Given the context of quilombola students entering higher education, this research
intended, based on the narrative of a quilombola student, to develop a possible understanding
of the relationship between permanence and identity in the academic space. The methodology
of this work, of a qualitative nature, was guided by the phenomenological hermeneutic
perspective and the data were produced through semi-structured interviews. It was observed
how the perception of the quilombola identity changed as the interlocutor constructed his
educational trajectory until the decision to attend higher education and after entering. The
perception of the university as a distant place is consistent with the decolonial analysis of
university institutions and their exclusionary structure. In university, there is a movement
away from quilombola issues, their histories and ways of knowing and doing that, to a large
extent, do not dialogue with academic know-how and the production of scientific knowledge.
Finally, the narrative revealed the organization of quilombola students at UFBA based on a
collective, CODEQUI, as a fundamental example of a practical-ideological order to think
about strategies of symbolic permanence based on a collective identity.

Faced with the covid-19 pandemic caused by SARS-CoV-2, known as the "new coronavirus", several cities around the world have adopted restrictive measures involving the suspension of face-to-face educational activities at all stages and in various modalities. Following this perspective, the Federal University of Bahia (UFBA) suspended face-to-face academic activities on March 17, 2020, in compliance with the recommendations of the health authorities and the legal provisions that came into force in the municipalities that host the university units. In order to continue its teaching, research and extension activities during the widely recommended social distancing, academic periods characterized by the offer of curricular components in non-face-to-face mode, mediated through digital technologies, were instituted between 2020 and 2021. In this context, the aim of this work is to investigate how undergraduate students at ICTI/UFBA perceive their learning processes in the online semesters instituted in the context of the covid-19 pandemic. To this end, a qualitative study was carried out based on a narrative literature review, in order to analyze how learning has been conceived in Higher Education in recent research, and by conducting narrative interviews with students enrolled in curricular components offered online between the Supplementary Academic Semester (2020) and the Special Academic Semester (2021.1), instituted at the Federal University of Bahia (UFBA). The narratives were analyzed using the hermeneutic-dialectic method proposed by Cecília Minayo, considering the conceptual framework of Étienne Wenger's Social Theory of Learning. The results show that despite the participants recognizing and highlighting learning that has taken place in other social spaces, such as changing perspectives on life and ways of relating, both with the people who make up their social communities and with the objects of study in the learning communities linked to the university, in general, learning is still seen as a result, a product of the quantitative accumulation of information on the content taught, achieved with effort and which can be passed on and used to bring scientific meaning to practice. The results suggest that we rethink our perceptions of learning, broadening our view of its concept and not restricting it to specific times, spaces or objectives. The abrupt changes imposed by the covid-19 pandemic have shown that education can be more flexible than we ever imagined, allowing access to a wider range of resources and different ways of learning.

In this research, we aim to understand, through the perceptions of undergraduate students at the
Teacher Training Center of the Federal University of Recôncavo Bahia/UFRB, how the actions
carried out by the extension programs: Pet Afirmação, Poéticas Periféricas, and Cafuné impact
or do not impact their academic formation. Both programs have as their main objective to foster
discussions on Ethnic-Racial issues within the context of extension activities. In university
settings, extension actions with themes related to race and blackness have proven to be essential
for dialogues and educational development. In the case of a Teacher Training Center, this
dialogue becomes even more crucial. However, it is important to understand how their
development has facilitated these exchanges and how they have reached the student body of the
center. In this vein, this research takes a qualitative approach. For this purpose, an exploratory field research was conducted. To comprehend the students' perceptions, we used semi- structured interviews conducted with 8 students, one from each course at the center, each in different semester periods. Additionally, as a means of delimiting the programs involved, semi-structured interviews were conducted with the three program coordinators. This research allowsus to understand how extension activities at the Teacher Training Center have been developed, how these actions have been guided, and how they have impacted the student community at the center. It also suggests pathways for Ethnic-Racial Relations education that may emerge through the actions offered by programs and projects engaged in racial discussions within academic spaces

Throughout history, Brazilian higher education has been constructed as elitist. However, in the last two decades, the adoption of public educational policies has provided access to students traditionally excluded from higher education. The main objective of this research is to analyze the developments of student assistance as a public policy to combat social and racial inequalities, having as a research locus the Teacher Training Center (CFP) of the Federal University of Recôncavo da Bahia (UFRB). As specific objectives, we seek to identify and analyze how the Universidade Federal do Recôncavo da Bahia promotes student assistance at the Teacher Training Center, as well as analyze the conditions for the permanence of self-declared black and brown students in undergraduate courses at the Training Center. Of Professors at UFRB. As a methodological contribution, we used a qualitative approach, of the exploratory type, in which documental analysis and narrative interviews were carried out with students from the CFP of UFRB. The theoretical basis is based on the concepts of equity and social inequality present in the thoughts of John Rawls, and in the concepts of student permanence of Dyane B.R. saints. It was proposed to approach the trajectory of the student assistance policy in Brazil and the affirmative action policies for access and permanence in higher education. The importance of the topic is due to the practical observance that the policy for admission to public higher education constitutes a way of confronting the inequalities typical of Brazilian society. However, it is understood that only promoting access does not guarantee inclusion and that it is also necessary to guarantee the permanence and completion of the course. We understand that the student assistance policy has a fundamental role in the search for equality of conditions, as it is a great strategy in the fight against social and racial inequalities. The results show that the CFP student assistance policy seeks to cover the áreas identified by the National Student Assistance Program (PNAES), making it possible to contemplate students with the most diverse needs that affect their permanence at the university. However, it can only cover a small portion of students who need student assistance. And yet, it is clear that the permanence of these students in higher education is only possible with the support of student assistance.

This work aims to identify and analyze, within the Federal University of Bahia (UFBA), the actions and policies of internationalization aimed at the university’s insertion in the context of global education. The thesis demonstrates how UFBA has historically carried out actions in order to mark itself as an institution that acts in the perspective of integration between a university and knowledge production through internationalization. Based on the Institutional Development Plans (PDI) of the university, a document research was conducted about these actions up until the approval of its Internationalization Plan in 2018. The analysis is based on the review of the policies adopted by Brazilian governments to promote university internationalization up until the creation of the Science without Borders Program (PCsF) and Capes PrInt, in which UFBA was and is a participant, situating these significant, strategic actions for the insertion of Brazilian Federal Institutions of Higher Education in the international academic scene. This will certainly include the greatest challenge presented by scholars of internationalization: language proficiency. In this aspect, the analysis will deal with the PROFICI - Foreign Language Proficiency Program for Students and Employees of UFBA - which constitutes the main instrument of qualification and diffusion of the foreign language for the internal community of the university. Next to it is the Language Center (NucLi) within the scope of the Languages without Borders Program, which works in conjunction with PROFICI in the process of expanding opportunities to study a foreign language for academic purposes. The analysis is based on the review of policies adopted by Brazilian governments to promote university internationalization with the creation of the Science without Borders Program (PCsF) and Capes PrInt, in which UFBA was and is a participant, situating these significant, strategic actions for the insertion of Brazilian Federal Institutions of Higher Education in the international academic scene.

The New Public Management (NGP) is a reality in several countries, such as the United States, England, New Zealand and others where managerial reform of the State was promoted. In Brazil, Bresser Pereira, minister of the government of Fernando Henrique Cardoso in 1995, promoted this reform based on the master plan for the Administrative Reform of the State (PDRAE). Theme that is a reality in the current Brazilian public administration, the NGP, brings private sector practices to be implemented in public administration. The aim of this article is to contextualize the management models used by public administration throughout its history, such as patrimonialism, bureaucracy and managerialism; Furthermore, this article is intended to alert about the influence of managerialism in public administration, especially in the educational sphere, and about the criticisms that are being made to this managerial model, including in international literature.

The discourse of racial democracy, miscegenation and cordiality impacted the way in which affirmative action policies for ethnic-racial quotas were understood in Brazil. These speeches generated normative relationships that impacted on the weakening of ethnic-racial quotas due to fraud in racial self-declaration, as well as the problem of leniency in the action of the Federal University of Bahia (UFBA) in relation to the institutionalization of measures that aimed to curb and investigate the fraud in ethnic-racial quotas. As of 2019, in the selection processes for admission to graduation, UFBA, in order to guarantee legal certainty for the entry of black quota students, adopted racial assessment as a complementary procedure to racial self-declaration, from the creation of the Permanent Commission of Heteroidentification Complementary to Self-Declaration (CPHA), which is responsible for managing racial assessment boards in the selection process for admission to graduation through ethnic-racial quotas and the investigation of ticket fraud. Starting from an ethnomethodological study, the aim is to investigate and analyze the institutional/discursive practices of the CPHA/UFBA through the social practices of its participants. The theoreticalmethodological course consists of institutional ethnography based on the instruments of field diaries and interviews of the multiple references involved (Managers, Assessors of the Assessment Boards, Students enrolled by ethnic-racial quotas, Leaders of the Student Movement and Leaders of Black Movements ), understanding its implications. It aims, through this study, to describe the way of doing the CPHA/UFBA, as well as to understand the process of university management from the dialogue together with the student movement and the Brazilian black social movement.

Anxiety has been present as a universal affection for the human condition since time immemorial. It is an increasingly frequent research theme in different groups, including medical undergraduates. Considering the relevance of the theme, the present study aimed to develop a literature review with the objective of characterizing the conceptions of anxiety present in research on the subject carried out with medical students and to identify intervention strategies and factors correlated with anxiety in these studies. A bibliographic survey was carried out on the Portal of the Coordination for the Improvement of Higher Education Personnel, capes journals, in the database of Latin American and Caribbean Literature on Health Sciences - LILACS. Forty-two publications submitted to analysis from a bibliographic survey form and lexical analysis with the IRAMUTEQ software were selected. The results point to the preponderance of the psychiatric conception of anxiety based on the evaluation of signs and symptoms and on the bias of the pathology. The intervention strategies recommended in the articles that make up the sample, in general, are guided by the perspective of prevention, especially in the individual aspect.

The present study aims to understand the factors that interfere in the holding of organizational changes in the area of management at a Brazilian federal university. In order to reach the proposed objective, a qualitative research was made in which the object of study is the implementation of an administrative sector in the pro-rectors of the Federal University of Bahia. A field survey was conducted using institutional documents and semi-structured interviews with managers and former managers who have acted in these university bodies between the years 2013 and 2019 and, through the analysis of thematic categorial content, the characteristics were obtained of the change, the way it was conducted and the factors that interfered in the process of change according to managers. The result of the analyzes showed that: the implementation of this sector promoted punctual adjustments in institution-specific bodies, characterizing as an incremental change, simpler to be carried out; Five categories behaved as facilitators and six as hampering, and some of them, depending on the context, have behaved as much as facilitators and more difficulties being compatible with those found in studies related to other organizations; Most facilitators and hinders studied are related to how change is conducted and not to the characteristics inherent in the organization; The most relevant resistors were found between the intermediate managers themselves that were contrary or indifferent to change; The commitment of managers was the most important category of this study. Finally, it was concluded that the main strategy used by managers who performed change was to promote the involvement of servers throughout the process, achieving the support of most of them, facing little resistance and confirming that they were very receptive to change. It has also been verified that implementing organizational changes remains a major challenge for institutions, even in the case of simpler types of changes. As a conclusion, the study reveals that although the involvement of central administration is fundamental to ensure the implementation of organizational changes, the behavior of intermediate managers is the decisive element in this process.

In 2009, the Federal University of Bahia (UFBA) partially implemented a new curriculum architecture: the cycle system. Academic model that foresees Interdisciplinary Bachelors (BI) as the first cycle, traditional professional courses as the second and postgraduate courses as the third. The curriculum innovation is BI, interdisciplinary undergraduate courses organized by areas of knowledge that offer general education, with the intention of avoiding early professionalization and promoting cultural and civic bases for new students. The main objective of this research was to analyze the experiences of students who attended the BI in Health (BIS) and its repercussions on the choice of the professional course and university education among those who continued their studies in cycles. This is a case study that takes BIS training as a unit of analysis. For a detailed understanding of the research object, we used two data production techniques: a self-administered questionnaire that reached 117 respondents and narrative interviews with 14 informants. The subjects of this research are BIS graduates who migrated to professional courses in health as a second cycle. The main results of the quantitative stage of the research indicate that the BIS has brought one more possibility of entry into public higher education among young female students, black, who are completing their first graduation, with full availability for studies. The main motivations for entering the course are related to the desire to become professional and discover a path in the world of work. We reached BIS graduates in 10 different professional courses in health, although the largest percentage of them is concentrated in the two prestigious professions in the field: Medicine and Dentistry. Students claim that they are highly satisfied and that they do not intend to return to the university to attend another degree, which reveals the effectiveness of one of the aspects of the BIS, which is the promotion of safety in relation to professional choices. By reconstructing the formative itineraries of these students, based on the analysis of their narratives, we identified that professionalization projects come into play as the semesters go by and that part of them effectively respond to the proposal of early non-professionalization, while another group of students builds its path in the first cycle aiming at entering the medical course, embodying the “Medicine Project”. This desire to become a doctor, which drives a peculiar way of curricular construction, produces distortions in the educational process and brings internal tensions for BIS and for UFBA. Another aspect analyzed was the contributions of BIS to the academic training of students. From the thematic categorical analysis, five distinct contributions related to long-term knowledge and skills about university, civic and future health professionals' life were identified. Despite dealing with challenges posed by the predominant professionalizing curricular architecture and the inequalities of power, prestige and performance of professions in the health field, BIS has carried out general and interdisciplinary training and promoted a distinguished university life for those who enter the cycle regime of UFBA.

Despite the growing understanding that psychologists should receive training to differentiate religious experiences from mental disorders, no Brazilian studies on the training of psychologists for the development of this competence have been identified. General objective: To analyze the perceptions of psychology students related to the learning received for the clinical evaluation of religious experiences. Method: Integrative review of national studies on the differentiation between religious experiences and mental disorders. Application of a structured questionnaire about religiosity in clinical practice in thirty students at the Federal University of Bahia. The data produced through the questionnaire were subjected to quantitative and qualitative analyses. Main results: It was observed, in the 18 texts analyzed, the prevalence of a non-pathologizing perspective and a conception of health that takes little account of its social determinants. As for the responses of the participants, it was found that scientific knowledge, religious, subjective and/or aesthetic elements were present in their perceptions of religious experiences. It was also verified the learning that such experiences may not be pathological. However, they have not demonstrated sufficient technical knowledge to reliably identify non-pathological conditions. No elements were identified that allow us to affirm that the Psychology Course offered them training on the differential diagnosis between religious experiences and mental disorders, nonetheless most participants consider it relevant. The pathologization and “normalization” of such experiences among non-religious people stood out as topics to be debated at graduation. Final considerations: The national scientific production seems to contribute to the technical structure of Brazilian higher education and the training of psychologists stands out as a process that takes place in a space where languages and forms of knowledge meet. The formative gap identified raises the possibility of inadequate evaluation of elements related to religiosity, of “normalization” or pathologizing them.

The contemporary context, structured by digital technologies, is the pinnacle for the
exponential growth of access to information and so it has been transforming the way we
work, study, research and express ourselves. Demands for some skills associated with
Digital Literacy arise from that scenario, such as accessing, analyzing, organizing,
recreating, and evaluating critically the information at hand. Bibliographic management
software is able to optimize this process. Thus, the guiding question of the research was:
what are the contributions of bibliographic manager Zotero to the digital literacy of
students from BI - UFBA? Thus, the goal of this research was to analyze how literacy
practices learned through Zotero, a citation and reference management software, can
contribute to the digital literacy of students of Bacharelados Interdisciplinares in
Universidade Federal da Bahia. Therefore, it is a qualitative research based on the
principles of action research regarding the planning and implementation of an intervention
proposal through Zotero for the development of those skills, consequently widening the
digital literacy of the subjects involved in the research. The first step in the cycle of action
research consisted of an exploratory research with the implementation of Zotero in
componente Estudos Sobre a Contemporaneidade. The second step, carried out after the
evaluation of the previous set, was the implementation of the Reading and Writing with
Zotero workshop. In both stages the main instruments of data production were online
questionnaires and participant observation. From the analysis, we conclude that there is still
resistance from students to implement, in their daily academic practices, the applicability of
Zotero for reading and writing with digital support. The workshop demonstrates that by
using more systematic interventions Zotero can be a tool capable of contributing to the
development of students' digital literacy skills. Thus, the need for a more effective insertion
of the community in debates about Digital Literacy is highlighted. That the BI, its faculty

and its institutional staff must be committed to developing an environment where essential
skills and competencies for the students’ digital literacy capabilities can be fostered. In that
scenario, students are not only professionally qualified, but also critically, autonomously,
and digitally literate so as to participate fully in the contemporary society.

This dissertation discusses the construction of academic and professional pathways of indigenous UFBA graduates. Affirmative action policies have changed the student body of universities and made it possible for more and more indigenous people to enter their courses. UFBA began to develop its differentiated access policy in 2004 and now has a number of indigenous graduates, who after passing the university continue to develop their path as professionals. In order to know this reality, qualitative research was carried out, through a semi-structured interview, using the principles of the compressive interview, divided into the topics: access and admission to the Federal University of Bahia; academic paths during the undergraduate course; postgraduate studies courses and professional performance.Five graduates were interviewed, all from Pataxó ethnic group, from Coroa Vermelha village. In the reports presented here, we highlight the construction of academic and professional pathways, motivated by the objectives and needs of their communities. Students rethink the meaning of this return, not only to physically return to the village, but to contribute to their academic, professional and political actions in favor of indigenous causes. As a result of the analysis of the academic and professional trajectories of the graduates interviewed in this research, we can say that university education is not a way to remove indigenous people from their ethnic-community bond, indigenous students achieve professional status in their area without However, failing to assume its indigenous identity.

This dissertation, presented in the form of a articles collection, aims to analyze the
perception of teachers about their work in a Public Institution of Higher Education, in
order to understand how they deal with the expansion of their scope. To this end, we
intend to analyze the dynamics of professional development of teaching activity;
investigate the expansion process in the scope of the teaching work; to understand
which are the conceptions that the teacher attributes to the teaching activity; verify
which strategies are used by teachers in view of the expansion in the scope of work. In
this way, it draws up a panorama of the reality of teaching in that university center in
the context of everyday life, and also observe the bottlenecks of the profession in order
to understand the strategies used by teachers to overcome adversity. As a
methodological path, we used the assumptions of documentary, bibliographic and
qualitative research, and they allowed the compilation of studies related to teaching
work at universities, also reflecting on the subjectivities of the individual's perception
about their relationship with work. Bibliographic and documentary research was used as
a research instrument, as well as semi-structured interviews. The data were analyzed
through content analysis (BARDIN, 2011) and, through the words and frequency of the
interviewees' statements, four categories of meanings were identified, which allowed us
to formulate the following themes: Teachers' perception of the his trajectory to become
a teacher, Perception of teachers in relation to teaching work, Perception of teachers in
relation to health in teaching and Perception of teachers regarding the recognition of the
profession. The results indicated that it is a multifaceted activity, with this professional
having to develop teaching, research and extension activities, in addition to participating
in university management and planning. Then, it was possible to understand, from the
interviews, the relations of pleasure and tension of the teachers in relation to their work;
it shows a certain discouragement in relation to the reconfiguration of the conjuncture of
the teaching activity resulting from the range of demands and conditions for performing
professional work in contemporary universities. It was also observed the
characterization of teaching activity as a decent work, as recommended by the
International Labour Organization. Despite the attacks that the public university,
teachers and the academic community as a whole have suffered ‒ either through the
commercialization of education, or through public policies that go against the formative
and transformative character of the University ‒ we realize that this university
environment still lacks proposals and actions that allow more care for the health of its
professionals. In this sense, it is evaluated that the university environment has become,

in an expressive part, sickening. Then, this field needs more studies to better
understanding of this phenomenon and make it possible to change this panorama, so
that the university can fulfill its social role.

The present work consists of a case study whose objective was to analyze the relationships Between the Museum of Sacred Art of the Federal University of Bahia and the community of your surroundings. The Sacred Art Museum is a university museum looking for historical-cultural heritage for the city and for the arts field, which is located outside the campus of University and inserted in a traditional community of the Old Center of the city of Savior. Starting from social museology and supported by references theoretical and normative, the study study with the assumption that the interaction between museum and community is an essential condition for the former to fully exercise its role as cultural heritage. For a better understanding of the research object, it was done once retrospective of the concept of heritage and a history of public cultural policies in the Brazil, with special attention to public policies for museums. The proposal was to reflect about the participatory nature of policies, with the museological plan as the highlight, Mandatory management instrument for Brazilian museums, according to the Statute of Museums. A brief discussion of the concepts of memory, identity, and community, since these are directly related to the research object. For meeting the central objective of the work, an analysis of the normative document of the Brazilian Institute of Museums entitled Subsidies for the Preparation of Museological Plans and also the museum policy of the Federal University of Bahia and the Museum of Religious art. In order to get to know the community's perception about the interaction of the Museum, representatives of socio-educational institutions around the Institution. A survey was also carried out of the actions carried out by the Museum for the community or with a partnership. As a contribution to the scenario, an attempt was made to work methodology that can be applied in preparing a policy for the Museum that allows greater interaction with the surrounding community and that has as principle guiding popular participation. Based on this desire and the analysis of the most recent developments in the field of culture policies and plans, participatory diagnosis is shown as a viable possibility.

The present work has as scope the study on the Project of Extension Culture and Negritude:
its implications in the scope of culture and of the formation with emphasis in the religions of
African matrix. The above-mentioned project is an initiative of the Federal University of
Recôncavo da Bahia (UFRB), located in Santo Amaro (BA), at the Center for Culture,
Languages and Applied Technologies (CECULT). in dialogue with the territory of insertion,
in addition to its contributions to the affirmative policies in the Recôncavo and the discussions
of law 11.645, of March 10, 2008, which includes in the official curriculum of the Teaching
Network the obligatoriness of the theme "Afro History and Culture "The research is in the
area of higher education, whose line of research is management, training and university.The
methodological approach adopted was the critical ethnographic research applied to education
that is based on multireferentiality, complexity and subjectivity, bringing to the voice of the
implied subject that does not separate from the object studied and from the research
participants. research were used to review literature, participant observation, open interviews
and documentary research that brought a rich profusion of formative elements embodied in
multiculturalism, diversity, affirmation of Afro - Brazilian identity and culture in connection
with knowledge with the community, reaffirming the need to encourage and institutionalize
extension projects linked to the ecology of knowledge and affirmative actions as practices to
combat racism and social inclusion.

The objective of this study is to study the students' experiences during the compulsory internships of the Psychology course of the Health Sciences Center (CCS) of the Federal University of Recôncavo da Bahia (UFRB), with the objectives of contributing to the analysis of the impact of the national policy and institutionalization of internships in the training of students, to describe to understand the conception of the internship of the course, to know the experiences of students and teachers in the field of internships, to point out references through the internship fields that can integrate the curriculum, the formation and qualification of the student to work in the world of work. It is a qualitative, descriptive research based on research-implied research and experience, in which the experience of the researcher and social actors is strengthened in the narratives and in the interpretation of their ethnomethods. The research was carried out during the academic semester 2018.1 and three students enrolled and attending curricular components of the internship and four compulsory trainees who participated in the comprehensive interview were interviewed. The study was based on the concepts of identity construction, training and the six aspects that involve the undergraduate stages that are: curriculum, policies, operationalization, conception, regulation and management. The results emphasized the importance of internships for professional formation, for the society and the implications among the participants of this training, as well as, evaluated the stages of the Psychology course in the structural, organizational, curricular, political and legal spheres.

After almost 40 years since counting the first cases of HIV infection, it is estimated that by June 2018, in Brazil alone, 982,129 people have contracted the virus. HIV / AIDS is a multiple-sided disease that can be influenced by a variety of factors, whether demographic, socio-spatial, financial, gender, etc. There are several fields of knowledge that study it, including the Social Representations approach. Objective: to analyze the Social Representations of university students, participants in an extension project on HIV / AIDS. Methodology: This is a quantitative and qualitative study, carried out in two moments, with students from the Interdisciplinary Bachelor Degree, from the Federal University of Bahia, who participated in the University Extension Project AIDS: Educar para Demythologica, in the years 2017 and 2018. In a The first step was to identify the structure of students' representations about HIV. Next, the Social Representations themselves were discussed. For data collection, the Free Word Association Test (TALP) was used, as well as semi-structured interviews. The data were analyzed with the help of the theoretical and methodological contribution of the Theory of Social Representations, proposed by Moscovici, and the Bardin Content Analysis, in order to explore the complexity of participants' responses. The study was approved by the Research Ethics Committee (CEP) of the School of Nursing of the Federal University of Bahia (UFBA) and the participants signed a Free and Informed Consent Term (TCLE). Results and Discussion: Contrary to what happens in 10 other Brazilian states, HIV / AIDS detection rates in the state of Bahia show an upward trend, with 11% more in 2017 than in 2007. Cases are concentrate for men and women in the 25-39 age group. Regarding the representational structure of students about HIV, it is perceived that their Central Nucleus is constituted by the idea of disease, although there is now a health care that can prevent the onset of AIDS. The analysis of the TALP and the interviews made possible a series of reflections, especially on the perception that the young people have about the non-use of the condom. According to them, this practice is the main risk behavior towards HIV infections, but they end up not being considered exposed to this risk, practicing unprotected sex. This indicates a possible transference of vulnerability perception, when in some way associate infections with certain 'groups' or specific situations. Considerations: Although there are works on social representations related to HIV / AIDS, the theme deals with several issues, not just the virus or the syndrome. Knowledge and perceptions of aspects that are directly or indirectly related to the virus, such as risk behaviors, forms of transmission, treatment, etc., were identified. It has also been realized that certain individual and collective aspects may exert influences on these representations. It can be affirmed that HIV carries to this day a series of elements related to health and disease processes, such as vulnerability factors, forms of contagion prevention, sociocultural factors, pauperization, among others. Taking these issues into consideration, as well as the increase in infections among young people, it is of great importance to encourage research and actions aimed specifically at the university population. In addition, it should also be encouraged to create spaces for dialogues, where students can express their opinions, doubts and questions

The aim of the research is to understand how the Affirmative Policies are predicted through UFRB's teaching-training, research and extension activities, that is, how UFRB's institutional policy is guided, and the interfaces of affirmative policies based on experiences students In order to support the defense, I joined the theoretical field of life-formation narratives (DOMINICÉ, 1985; FERRAROTTI, 1979; NÓVO and FINGER, 2010; PINEAU, 1985; (2005), JESUS and NASCIMENTO, 2013, ALVES and NASCIMENTO, 2018), interweaving them to respond to the intentions of this study. The research is part of the field of Ethnopesquisa, being an Implicated and Multirreferential Ethnopesquisa, as defined by Macedo (2000), of a phenomenological, qualitative, that has direct implication with the studies in the field of life-training history (JOSSO, 1978) , and with the field of complexity and multireferentiality (BURNHAM, 1993; ARDOINO, 1998). Based on the collaboration of eight scholarship students in the research, extension and teaching-training groups, I bring together prominent elements of their speeches, which are cross-referenced to the researcher's and theory's experiences, in order to evaluate the advances of affirmative policies at UFRB, as well as the fragility points and ways to strengthen the relevance of Affirmative Policies.

This study aimed at the perspective of students with visual impairment on a teaching experience at the Federal University of Bahia, aiming at access to material resources. We are looking for a qualitative research, with the use of a semistructured interview, carried out with the students with the visual vision of the University. The analysis of interviews is not carried out when it comes to a complete study, such as the evidences of architectural, methodological, digital and attitudinal accessibility. However, an educational listing at the University requires students to be more detailed.

The present study aims to characterize the national scientific production related to
the subject Teacher’s Evaluation by the Student (TES) with emphasis on Brazilian
higher education. The methodology included a bibliographic review of scientific
articles using seven descriptors for search and selection of articles indexed in the
databases of Portal de Periódicos Capes, Google Scholar and Scientific Electronic
Library Online (SciELO). The research explored the literature from 1993 to 2017. A
total of 26 selected papers were read in order to obtain information about the year of
publication, type of study, topics covered and journals in which they were published.
The analysis of the data allowed the identification of five themes: Purposes (what for
is evaluated?); Dimensions (what is evaluated?); Instruments (how do you rate it?);
Visions (of teachers and students - what is the view/perception of these actors about
the process?); and Biases (what are the biases, limitations and problems pointed out
in the studies?). The results point to the presence of articles of the empirical type, all
of which deal with undergraduate courses and indicate an increasing trend in the
number of papers published since 2008. The literature review provides an overview
of the main issues related to the subject of TES and discusses the main implications
for its implementation in university practice.

Differentiated curricular proposals, denominated innovators, were constructed in a context of democratization of the access and interiorization of federal universities. The academic restructuring of Universidade Federal do Recôncavo da Bahia (UFRB), proposed after joining the Federal University Restructuring and Expansion Plans Support Program (REUNI), is presented especially through the Pedagogical Projects of the Interdisciplinary Baccalaureate and similar. The curricular structures in those projects are justified by the need to overcome a conventionally existing fragmented and unilinear system. After a decade of the proposal, it is necessary to contrast the political and conceptual narratives of academic innovation from the accomplishment of the courses of Interdisciplinary Bachelor in Health and in Exact and Technological Sciences according to the Orientation Guidelines for Bachelor's and Interdisciplinary and suchlike, the Institutional Political Pedagogical Projects and the instituting acts from that reality at UFRB from 2008 up to 2017. This paper was carried out through a qualitative, phenomenological study, which sought to produce data, describe and interpret in order to understand the contextualized reality and put in a challenge, contrasting the (dis) connections between the established political forces, instituted and the instituting processes within the framework of the tensions related to the disputes of the controlling dimensions present in the institution forged on the basis of the logic of thought and the cogs of modernity. It was verified that the established policy was not enough for UFRB's full adherence to the cycle model, however, the protagonists of the teachers involved are highlighted, who supported by management, have made innovation possible and organic. It was also evident that the establishment of innovative curriculum policies is not sufficient to influence the curricular restructuring of existing curricula, but maintains the curriculum in the institution at all times.

An Institutional Repository is a tool that allows the storage, preservation and memory of a university, raising the visibility of academic and scientific production. Making available the knowledge produced in Federal Higher Education Institutions is one of the pillars that supports the existence of repositories. The democratization of access to information is an integral part of the Open Access Movement, from which the repositories originated. In this sense, this study aims to verify how the availability of content resulting from the scientific production of Area I postgraduate courses has been available, from 2010 to 2018 in the Institutional Repository of the Federal University of Bahia. Thus, the objective was to analyze the availability of content resulting from scientific production in the Postgraduate Programs of Area I between 2010 and 2018 in the Institutional Repository of the Federal University of Bahia, through the systematic observation of the subcommunities of the postgraduate programs in the repository; as well as the identification of the types of documents inserted, and investigate with the course coordinators, the criteria used by the programs to insert academic and scientific production in this virtual environment. To achieve the proposed objectives, we adopted with data collection instrument, the systematic observation of subcommunities in the Repository and program homapage, as well as the application of a questionnaire to Area I graduate coordinators, through the SurveyMonkey tool. The research has a qualitative and quantitative nature, which aims to describe the phenomena in a categorized and numerical way. The structure of this paper is divided into: presentation; methodological route; article published in the magazine Acesso Livre, entitled “Panorama of information consumption: from orality to the open access movement”; second article published, now in the magazine Pesquisa Brasileira em Ciência da Informação e Biblioteconomia, entitled “Scientific Communication in the UFBA Institutional Repository: Survey in Area I”. Then we present the analysis and discussion of the results, divided into three subsections. Finally, we bring the final considerations with recommendations for future work. The study reveals the need for intervention by the higher levels of the institution, within the academic and scientific community, to leverage the use and availability of content in the Institutional Repository, not as another local and superficial database, as some coordinators put, but as a space for preservation, memory and visibility of the institution. In any case, we considered that the study was satisfactory, as it allowed the identification of possible obstacles and difficulties of the university Area I, for the availability of open access content. We find that for the most part, programs tend to encourage content insertion, but still irrelevant, with no procedural definitions or even incentives.

Between the late 1980s and the first half of the 1990s, Evidence-Based Medicine
(EBM) was introduced as a new paradigm for medical practice, which proposed new
epistemological foundations for clinical decision-making, lowering as much as possible
epistemic value for intuition, clinical experience and pathophysiological reasoning, and
maximizing the evidence obtained through randomized controlled trials (RCT). It
claimed the reform of medical education and training to provide clinicians with the
skills and techniques for evidence evaluation through systematic review of available
scientific literature. Immediately after the publication of the Evidence-Based Medicine
Working Group manifesto in the ACP Journal Club (1991) and the Journal of the
American Medical Association (JAMA, 1992), controversies about EBM's ideas and
proposals started focusing mainly on the epistemological bases and the ethical aspects
of the proposal, and has remained to this day. At that time, a specific journal (British
Medical Journal - Evidence Based Medicine or BMJ-EBM) was created, while special
issues of medical journals accumulated criticism and debate (e.g., Journal of
Evaluation of Clinical Practice). In this paper, we will discuss controversies around
EBM since the 1990s, precisely in these journals (JAMA, BMJ, Journal of Evaluation of
Clinical Practice), as well as The Lancet, which undertook the first institutional
reaction to EBM. We will continue these controversies until 2018, when a major crisis
broke out within the Cochrane Collaboration. The goal is to present a broader, more
complex and richer view of EBM, besides the instrumental view as commonly found in
its manuals and tutorials. The expectation is to promote reflections and critical
thinking to balance the predominant influences of the concepts and methods of the
analytical sciences and technologies, and their impacts not only on medicine, but also
on medical education, and on the wider field of healthcare. Depois de realizada a
análise das controvérsias em torno da EBM, concluímos que para problematizar
criticamente o que sejam as melhores evidências científicas, seus limites e
possibilidades, é de grande relevância uma base histórica, epistemológica e ética.
After analysing the controversies about EBM, After analyzing the controversies about
EBM, we conclude that a historical, epistemological and ethical framework is relevant
in order to critically approach the best scientific evidence and to establish its limits
and possibilities

This dissertation provides information about the profile and performance of students who entered in the most popular course at the Federal University of Bahia (UFBA), in 2012, after reserving 20% of the vacancies of all UFBA undergraduate courses for graduating students of Interdisciplinary Bachelor Degrees (BI). BI is a new modality of undergraduate course implemented in the institution in 2009, which promoted a significant change in the curricular structure of the university, due to its interdisciplinary, flexible and broader formative proposal that values the autonomy of students in their education. Reserving vacancies for students who have completed interdisciplinary Bachelor degrees in the most demanding and, consequently, the most sought after courses has brought to light the old discussion of meritocracy, quality and excellence of teaching and the questioning regarding the difference in performance of students graduating from the university BI in a course of high prestige as is the case of the medical course. The objective of this research was to verify if there is a difference of academic performance and socioeconomic characteristics among the students of the Medical School of the Federal University of Bahia who joined in 2012. The students were classified in two distinct groups according to their form of admission: coming from the entrance exam selection processes and graduates of the Interdisciplinary Bachelor. One hundred and sixty-two students were considered, of which 130 were admitted through college entrance exams and 32 were graduates from the Interdisciplinary Bachelor. From the analysis of the data related to the student profile, differences were found in the variables of gender, age, year of high school completion and father's educational background, but these differences are justified by the current trend in other universities, by the predominance of women in BI courses, or just because BI students have already attended 3 years of higher education, influencing variables such as the time of completion of high school and age of entry into medical school. Based on the study of the students' academic performance, some significant differences were verified when the form of admission with some variables was combined, being considered positive in all of them to the group of students admitted through the entrance exam. When applying the tests considering only the form of admission, this positive difference for the entrance exam group was confirmed with an average CR of 7.797 while the BI admission students presented an average CR equal to 7.331. It was also possible to determine that the highest averages were found, in this research, among private school, with tanned complexion, female and with family income greater than 40 minimum wages.

Speaking about the democratization of higher education, it refers us mainly to the discussion of the access of social groups historically excluded from the educational process to the Brazilian Universities. The visibility of these minority groups has been a priority in the field of Affirmative Action policies, which advocate the eradication of inequalities and all forms of discrimination. Healing these differences also requires the provision of a quality higher education and dialogue with the specifics of the new student. This dissertation analyzes the strategies of access and permanence forged by students living in the remaining communities of Quilombo at the Federal University of Recôncavo da Bahia. It is a qualitative study, with an exploratory and descriptive character, with an ethnographic basis. The techniques used to gather the information were the comprehensive interview, participant observation, field diaries. The data show that the challenges are present even before joining the institution in view of the precarious conditions of access to a formal education of quality and access to information that allows to include higher education as a future project. As for admission to university, the obstacles are in competition with the question of the certification of their community, a document necessary for the proof and recognition of their origin, and which allows the candidate to compete for a post in public higher education. With regard to university permanence, the challenges are even greater and indicate that the material needs to finance course expenses and meet students' basic needs are imperative. In the symbolic aspect, the results reveal the need for reflection on the academic curriculum and teaching practices that allow the student to identify with the university environment, at the same time that is recognized with its specificities, resignified to itself, being present with its culture, experience and worldview in the apprehension of knowledge. In a context of innumerable obstacles that allow a qualified stay in the university, it is possible to identify informal coping strategies that reveal above all the construction and strengthening of bonds between quilombola students that allow the union of forces to claim their rights and minimize the effects negatives of this moment in the educational trajectory and the construction of an actor and social group engaged and reflective about their needs and rights.

In Brazil, studies about the school psychologist training have been gaining strength in recent
years, due to the need the relationship redefine between psychology and education. Initially,
this relationship porposed to identify and care children who did not fit the formal schooling
model. From the 1980s, the school psychology redirected your study object , thinking the
school failure as a multifactorial phenomenon. In the school psychologist training, the
professional internship are seen as essential formative experience to the critical perspectives
and the social commitment of undergraduate psychology students. In this perspective, the
present research porposed to identify the theoretical conceptions and actions developed during
the professional internships in school psychology at the Federal University of Recôncavo da
Bahia, considering aspects such as curricular structure, supervision and individual interests.
Were made the semi-structured interviews with students enrolled in the professional internship
in 2017. Subsequently, the material was transcribed and analyzed from a content analysis
perspective. The results suggest the critical theories predominance in the psychologist training
during the professional internship and the alternative actions development contrary to the triad
routing-diagnosis-intervention. Other results point like a internships challenges: the social
distortion about the psychologist work in the school; The school complaint; And the curricular
aspects (workload, courses and emphases). Finally, the psychology curricular analyses was
also carried, offering the reader new perspectives about the school psychologist training in the
Bahian recôncavo. The new curriculum were based on the Interdisciplinary Bachelor's Degree
offered a greater fluidity and flexibility to the training, including social, ethical and humanistic
curricular components.

The disciplinary formation, characterized by the fragmentation of knowledge, results from series of historical, social and political processes that impacts education, especially for contemporary higher education. In the context of universities, Undergraduate education represents a complex action, being an important academic tradition mission. In the last decades, Brazilian public universities underwent changes that aimed at the democratization of higher education and the re-signification of curricular and pedagogical architecture, resulting in the emergence of innovative proposals in the form of formation cycles, such as Interdisciplinary Bachelor's Degrees (BI). In this study, BI are understood as a more flexible, integrated, interdisciplinary and progressive formation that have been causing tensions in the context of its implementation. The objective of this study was to evaluate the development and current state of the Interdisciplinary Bachelor’s degree in Health (BIS) as a proposal for a first cycle of general and introductory formation with interdisciplinary bases, from the implementation of the Medicine course at the Federal University of Reconcavo da Bahia (UFRB). The Health Sciences Center (CCS) was the place chosen to carry out the research, which is located in the city of Santo Antônio de Jesus. This study followed the steps of a qualitative research in the approach of institutional ethnography, aiming at an understanding of the reality of the involved subjects, based on the meanings attributed by them to the context they experienced. The data were produced through the comprehensive interview, the documentary analysis and the participant observation, being all the research accompanied by records in the field diary. Six interviews were arranged, being the subjects five students and one professor, which are members of the CCS academic community. The analysis of the data, based on the subjects' narratives, allowed the understanding of the different points of view about the impacts in the health courses caused by the implantation of the cycle regime, especially with the medical course presence. The study revealed that this model, implemented since the first semester of 2014, caused changes in a climate of great institutional tension. The results indicate that the process is still consolidating, pointing to the necessity for CCS/UFRB to persist in its proposal for formation innovation, grounded on interdisciplinarity that is coherent with the nowadays new demands.

Studies on Religious and Spirituality (R/S) in the academic formation in health have been carried out by researchers and professionals from different areas. However, the national scientific production on the subject is still scarce, with gaps that interfere in the debate and insertion of this theme in higher education. Objectives: The present dissertation intends to know how the Religious and Spirituality (R/S) is worked in the academic formation of health courses in Brazil. Two studies were carried out. The first one had the objective to characterize the scientific production about R/S in the academic training of health courses in Brazil. The second study aimed to identify the theoretical references that have been used to address this issue in higher education in health in Brazil. Methodology: This is an integrative bibliographical review, using articles as bibliographic sources, researched in the databases: Scielo, Pubmed, Medline, Scopus, Portal of Periodicals of CAPES and Institutional Repository of the Federal University of Bahia (UFBA). Using the descriptors spirituality, religiosity, graduate and health. Articles in English, Portuguese and Spanish were included in this review. Results: Twenty-three publications were analyzed, categorized into four areas of health training. The nursing area led the publication of papers about R/S in academic education, comprising 52,1% (12/23) of the publications found. The area of medicine was the second most studied, with 34,7% (08/23) of the publications included in this study. The area of psychology was studied by 8,7% (02/23) and the Interdisciplinary Bachelor of Health (BIS) of UFBA was studied by 4,3% (01/23) of the papers included in this review. Conclusion: In general, most researchers, professionals, students and teachers recognize the need and relevance of R/S in the academic training of health courses in Brazil. However, it is noted that the undergraduate health programs in Brazil still do not treat these contents comprehensively. A wide variety of definitions are observed to address the R/S concepts, which makes it imperative to homogenise the meanings and conduct multicentric research that can contribute to the systematization of concepts and their insertion in the academic field. In this sense, it will be possible to grant patients/users a humanized health care, that considers all dimensions of the human being and that promotes values in keeping with the paradigm of integrality in health.

This research work aimed to investigate the reflection of the Alfa Tuning Latin America Project in the Pedagogical Project of Course and Civil Engineering, of the Federal University of Uberlândia.. This research was motivated by the interested in observing the university in the face of proposal writing to higher education at the international level, by means of analysing documents which composed the Alfa Tuning Latin America Project and the aforementioned Course Pedagogical Project. The Alfa Tuning Latin America Project was expanded from the Tuning Europe Project with the aim of establishing a Common Area of Higher Education in Latin America from the curricular convergence between the courses of the participating universities. Nine Brazilian Federal Higher Education Institutions participated in the Alfa Tuning Latin America Project, among which, the Course Pedagogical Project for Civil Engineering at the Federal University in Uberlândia was selected for being elaborated with the purpose of following the Alfa Tuning Latin America Project and being easily available on the Internet. The investigation developed into this work observed the selected documents in order to identify the rapprochement between the international proposal and the undergraduate course elected in the competences and credits system axis. The methodology used in this research followed the documentary analysis and bibliography. It was noticed a proximity between the Alfa Tuning Latin America Project and the Course Pedagogical Project with regard to the competences, whereas the credit system of the course pedagogical project did not follow the domains of the international project. 

The ethical processes involving university professors for teaching transpersonal psychology, followed by the success of the appeal, and the cases in which professionals tried to defend themselves against accusations of religious proselytism, claiming to practice transpersonal psychology motivated this investigation. Considering academic and professional ethics, an analysis of this problem is necessary. Course objective: To analyze the process of recognition and non-recognition of transpersonal psychology in the university. Specific objectives: 1) To discuss the boundary-work in brazilian psychology regarding transpersonal psychology in the university; 2) To analyze the ethical aspects of the relationship between psychology, spirituality and religion. Method: The making of two articles, through the method of boundary-work and narrative literature review. Main results: political motivations interfere in the university curricula. Secularity consists in the conviviality between different worldviews, in which one specific worldview does not stands out to another. The same principle that was used to block transpersonal psychology, when seen in its full meaning, may be the argument for its recognition. The criterion of recognition of a practice should be based on ethics and the respect for human rights. Final considerations: Abstaining from the discussion about religion, spirituality and secularity results in a formative deficiency that does not prepare professionals for these ethical issues. The ability to identify political acts present in the scientific activity is important for the ethics, and the knowledge about these themes can help discern between religious proselytism and epistemological plurality involving spirituality.