2ª Reunião Ordinária Codir 2023 - IFFar - Manhã

Reunião Ordinária do Poder em 2023

The meeting is called to order and the attendees are introduced. The focus of the meeting is on projects related to teaching, innovation, and extension.

Attendance

• Attendees are introduced, including representatives from various departments and campuses.

• Additional attendees are introduced.

Projects

Teaching Projects

• The meeting focuses on teaching projects, with a presentation by Graciele from Santa Rosa.

• Two colleagues will contribute to teaching projects organized by the Pro-Rectory of Teaching (PROEN).

Innovation Projects

• No information provided in this transcript.

Extension Projects

• No information provided in this transcript.

Introduction

The speaker introduces herself and the project she represents. She explains that the project has been coordinated by professors and has had students from high school and college as participants.

Project Background

• The speaker is a teacher at Campo Santa Rosa and has been helping to coordinate the group for four years.

• The project started in 2012 and is renewed every year due to the high turnover of student participants.

• The objective of the project is to perform traditional Gaúcho dances for the local community, promote Gaúcho culture, and showcase projects.

Group Details

• The group is named after a bird called Quero-quero, which represents a sentinel of Gaúcho fields.

• Photos are shown depicting some of the activities that have taken place over time.

• Many students are attracted to this group, with eight new high school students joining this year alone.

• This group contributes significantly to student integration across different ages and courses within the institution.

Project Development

The speaker discusses how the project was developed during remote learning periods.

Remote Learning Period

• During remote learning periods in 2020, meetings were held via Google Meet, virtual dances were structured, and videos were edited.

• Despite challenges such as obtaining costumes remotely, efforts were made to keep the project active during this period.

Revitalization of Group

• In 2021, all members of the previous group had graduated or left. As a result, a new group had to be created from scratch without any prior dance experience.

• Despite the challenges, the group was revitalized and participated in various cultural events.

Conclusion

The speaker concludes by discussing the current state of the project and its impact on the community.

Current State of Project

• The group currently has 25 members and is actively rehearsing.

• The project is dynamic, with many activities taking place regularly, making it a colorful addition to Campo Santa Rosa's activities.

Impact on Community

• The project aims to promote Gaúcho culture and showcase projects while also providing entertainment for local communities.

• The speaker believes that this group contributes significantly to student integration across different ages and courses within the institution.

Feira do Livro e atividades comunitárias

This section discusses the activities of the community, including a presentation of the Feira do Livro in Santa Rosa and an integration event at a local school. The group also promotes their courses to other students and families.

Activities with Community

• Presented Feira do Livro in Santa Rosa's Praça da Bandeira and at a local state school during SIEPE.

• Integrated with students from other schools by showcasing the colors of Rio Grande do Sul's flag.

• Promoted courses offered by Campo Santa Rosa to the community and other students.

Involvement of Families

• Invited parents to participate in activities such as CTGs, outside campus events, and transportation assistance.

• Project integrates servers, students, families, and community.

Turistando em São Borja

This section discusses the project "Turistando em São Borja" from Campo São Borja.

Introduction

• Project selected through a draw during KM meeting.

• Eliane is expected to present but has not yet joined the chat.

Horta Comunitária com Imigrantes

This section discusses the "Horta Comunitária com Imigrantes" project coordinated by Maria Aparecida.

Introduction

• Project involves coordination with immigrants and volunteers.

• Two projects are intertwined: "Horta Comunitária" and "Letramentos".

Introduction

The speaker introduces the project and explains how it started. They mention that they assumed the church was taking care of the Haitian immigrants, but with the pandemic, they realized they needed to step in. They also talk about how they started a garden as a way to work together safely during the pandemic.

Project Background

• The project started because the church assumed responsibility for Haitian immigrants.

• With the pandemic, they realized they needed to step in and help.

• They started a garden as a way to work together safely during the pandemic.

Working on the Garden

The speaker talks about how they worked on the garden secretly at first, but eventually shared it with others. They also discuss how they taught classes related to gardening and cooking.

Secret Garden Work

• At first, they worked on the garden secretly.

• Eventually, someone posted about it on social media and it became public knowledge.

Gardening Classes

• They taught classes related to gardening and cooking.

• The classes were focused on teaching Haitian immigrants about plants that are easy to grow and nutritious.

Community Integration

The speaker discusses how their project has integrated with other organizations in their community. They also talk about how their project has helped provide food for Haitian immigrants in need.

Integration with Other Organizations

• Their project has integrated with other organizations in their community.

• For example, a local school donated food for Haitian immigrants.

Providing Food for Haitian Immigrants

• Their project has helped provide food for Haitian immigrants in need.

• They also teach classes on cooking and nutrition.

Workshops and Activities

The speaker talks about the various workshops and activities they have done with the Haitian immigrants involved in their project. They discuss topics such as plant identification, agrology, and anemia.

Workshops

• They have done various workshops related to gardening and cooking.

• Some of the topics covered include plant identification, agrology, and anemia.

Plant Identification

• They teach Haitian immigrants about plants that are easy to grow and nutritious.

• For example, they teach them about "fãs," which are highly nutritious plants that are not commonly eaten.

Agrology

• They also teach classes on agrology.

• An agrologist named Antônio Braga taught a workshop on making agrological solutions for their garden.

Anemia

• Many Haitian immigrants suffer from anemia due to sickle cell disease.

• The speaker discusses how certain plants can help alleviate symptoms of anemia.

Overview of the Classes and Activities

The speaker talks about the various classes and activities that take place in a central location due to the distance from campus. They include cooking with produce from the garden, making soap, and physical activities.

Cooking with Garden Produce

• Classes involve cooking with produce from the garden such as ora-pro-nobis, aloisa, and peixinho da horta.

• The speaker brings homemade snacks made using garden produce like ora-pro-nobis cake or savory cake.

• Students participate in workshops on how to make dishes like lasagna or pickles using garden produce.

Making Soap

• A friend of the speaker teaches students how to make soap using discarded oil from frying food.

Physical Activities

• Classes are held under a mango tree in the garden where math lessons are taught.

• An Education student teaches physical activities like stretching and relaxation techniques to help alleviate physical strain caused by repetitive work.

Desenvolvimento de projetos com alunos do terceiro ano

A teacher talks about a project she developed with third-grade students, which resulted in the creation of a library filled with books. She also mentions other activities, such as a conversation circle and a June festival.

Project development with third-grade students

• Developed a project with third-grade students that resulted in the creation of a library filled with books.

• Held a conversation circle to discuss projects at an annual event hosted by Christian churches.

• Celebrated June festival.

Activities related to women's month and community participation

The teacher discusses activities related to women's month and community participation, including changing the location of the literacy project to increase mothers' participation.

Women's month and community participation

• Conducted activities related to women's month, including providing books for children whose mothers could not leave them alone at home.

• Changed the location of the literacy project to increase mothers' participation in areas where there are more Haitians living.

• Showed pictures of previous events where they compared Brazilian culture with Haitian culture.

Agroecological practices and harvest

The teacher talks about agroecological practices used in their garden, including companion planting and using natural remedies for pests. She also shows pictures of various crops harvested from their garden.

Agroecological practices and harvest

• Used agroecological practices such as companion planting and natural pest control methods.

• Showed pictures of various crops harvested from their garden, including carrots and a type of bean that is popular in Haiti.

• Explained how they use eggshells and onion skins to combat slugs.

Graduation ceremony and other activities

The teacher talks about a graduation ceremony for students who completed the literacy project. She also mentions other activities, such as an art workshop and a lettering workshop.

Graduation ceremony and other activities

• Held a graduation ceremony for students who completed the literacy project.

• Conducted an art workshop with Manuel de Barros' poems.

• Conducted a lettering workshop.

Horta Comunitária

In this section, the speaker talks about the benefits of having a community garden and how it can promote healthy eating habits. She also discusses the challenges of starting a community garden and shares her experience with the project.

Benefits of Community Garden

• Community gardens promote healthy eating habits.

• Community gardens provide a space for people to slow down and connect with nature.

• Community gardens can engage children in gardening and environmental education.

Challenges of Starting a Community Garden

• It is difficult to buy fresh vegetables and fruits.

• Pandemic made it harder to start the project.

• Teachers were not receptive at first but now two classes will participate in the project.

Turistando em São Borja

In this section, Eliane presents her project "Turistando em São Borja" which aims to encourage students to explore local tourist attractions. The idea for the project came from one of her students who expressed interest in visiting local attractions.

Project Overview

• The project was inspired by a student's interest in exploring local tourist attractions.

• The goal is to encourage students to visit local attractions and learn more about tourism.

• The project focuses on using local tourist attractions as examples for teaching tourism management.

Project Idea: Visiting Tourist Sites in São Borja

In this section, the speaker discusses a project idea that involved visiting tourist sites in São Borja. The project was designed for students to act as tourists with a professional and analytical perspective.

Developing the Project Idea

• The project involved selecting three places to visit on one Saturday afternoon per month from May to November.

• Students acted as tourists with an analytical perspective, evaluating whether each location was suitable for tourism and accessible to different audiences.

• After each visit, there was a group discussion about the location's strengths and weaknesses.

• The project could not be implemented in 2020 due to the COVID-19 pandemic.

Implementing the Project

• In 2022, the project was revived with a new student assistant named Maria Rita.

• Maria Rita helped organize visits by making reservations and contacting locations.

• The project was flexible enough to allow students to invite guests such as family members or friends.

• The speaker presented a schedule of how they worked on the project.

Extending the Project

• There were suggestions for extending the project into an extension program for public participation.

• However, initially, it was designed as a pilot program for students only but allowed flexibility for inviting others such as colleagues or family members.

• During visits, there were opportunities for open discussions where participants shared their experiences at each location.

Overview of the Trip to São Borja

The speaker talks about a trip to São Borja and shares some photos of the places they visited. They also discuss how this experience impacted their teaching and how it can be beneficial for others to visit.

Places Visited

• Cais do Porto in São Borja

• Praça 15 de Novembro, which has a statue of President Getúlio Vargas and his "Carta Testamento"

• Fonte São Joãozinho Batista, which was part of the Seven Missions

• Igreja Matriz in São Borja, which is the fourth church built on that site

• Representation of indigenous huts at one of the locations visited

• Museums visited: Museu João Goulart, Museu Getúlio Vargas, Museu de Ergologia Distância, and Museu Municipal Aparício Silva

Impact on Teaching

• Students were able to use information from the trip in class discussions and bring their own examples.

• Teachers who participated were able to learn more about the city and identify with it more.

• Students were able to see firsthand how tourism can vary by season.

Invitation to Visit

• The speaker invites others to visit São Borja for its historical, cultural, and gastronomic offerings.

• The city is located on the border with Argentina and has many attractions on both sides.

Roda de Conversa Mulheres Dialogando sobre Políticas Públicas e Cidadania em Uruguaiana

In this section, the speaker talks about a roda de conversa that happened in Uruguaiana last year. The event was organized by NEAB and aimed to discuss women's rights and violence against women. Representatives from different organizations were present at the event, including CAPS, the Women's Reference Center, and the Municipal Council of Women's Rights.

Importance of Casa Lilás

• The discussion highlighted the importance of having a Casa Lilás in Uruguaiana.

• Currently, women who need to leave their homes to preserve their lives have to stay at the Municipal Shelter which is not an adequate place for them.

• The fight is ongoing for all movements in Uruguaiana to have a Casa Lilás where women can receive proper care.

Difficulties faced by Women

• Most women who suffer violence live in neighborhoods far from downtown areas.

• There is a great difficulty with transportation for these women to leave their neighborhoods and reach support centers located downtown.

• Lack of information also poses a challenge as many are unaware of where they can seek help.

Future Plans

• The organizers plan on taking this conversation to other neighborhoods and schools in Uruguaiana.

• They also plan on participating in another roda de conversa with women from Nova Esperança 2, which is a neighborhood far away from IFAR campus.

Projeto Meu Corpo Negro é Político e Reside Nesse Mundo

In this section, the speaker talks about another project organized by NEAB called "Meu Corpo Negro é Político e Reside Nesse Mundo." The project aimed to reflect on social inequality generated by race and promote self-declaration.

Project Details

• The project was a joint effort between NEAB and the Black Social Movement in Uruguaiana.

• Two schools, Hermeto José Pinto Bermudes State School and Moacir Martins Ramos Municipal School, participated in various activities that aimed to reflect on social inequality generated by race.

Projetos Apresentados

In this section, the presenter thanks the colleagues for presenting their projects and highlights the importance of maintaining a presence in the community. She also mentions several projects presented by her colleagues.

Projects Presented

• Colleagues present their projects, including a traditional dance project, a community garden project with immigrants, and a women's dialogue project on public policies and citizenship.

• The presenter emphasizes the importance of having a more accessible project bank for all colleagues to know about ongoing research, extension, teaching activities in radio and art.

• Seven projects were presented in total.

Approval of Meeting Minutes

In this section, the presenter asks if there are any observations or adjustments needed for previous meeting minutes before moving on to voting.

Approval of Meeting Minutes

• Several meeting minutes from previous meetings are up for approval.

• No observations or adjustments are made by any of the attendees.

• A vote is taken to approve all meeting minutes as a block.

Voting Results

In this section, the presenter announces that they are still waiting for one gestor's vote before proceeding with voting results.

Voting Results

• One gestor has not yet voted.

• The presenter wonders if it was Ana who left but confirms that her substitute is present at the meeting.

• The gestor's vote is received and voting results are announced.

Recomposition of Ethics Committee

In this section, the presenter discusses the need to recompose the Ethics Committee due to a lack of participants.

Recomposition of Ethics Committee

• The presenter notes that there were not enough participants for the recent publicized edital.

• The committee needs representation from several areas including Earth Sciences, Biological Sciences, Agricultural Sciences, Human Sciences and Engineering.

Composing the CEP

In this section, the speaker discusses the need to recompose the CEP (Ethics Committee for Research with Human Beings) and mentions that some areas are currently without representation. The speaker also emphasizes the importance of gender and campus parity in composing the committee.

Recomposition of CEP

• The CEP needs to be recomposed.

• Six colleagues are needed to represent areas without representation: Frederico Westphalen, Santo Ângelo, Alegrete, Jaguari, Santa Rosa, and Santo Augusto.

• Gender and campus parity is required in composing the committee.

Indications for Representation

• Márcia and Jonathan have expressed interest in representing their respective areas.

• There is a question about whether Edna and Michel need to be re-indicated since they were recently appointed.

• Talita may have more information on this matter but has lost connection to the meeting.

Importance of Representation

• The difficulty in composing committees is discussed, with emphasis on how important it is for all campuses to be represented.

• The importance of participation from colleagues who understand their respective campuses' unique challenges is emphasized.

Question about CEP activities

Jonathan asks a question about the CEP activities and the 8 hours requested for activities outside of the institution. The question is whether these 8 hours are weekly or related to meetings.

Clarification on CEP Activities

• Jonathan asks if the 8 hours requested for activities outside of the institution are weekly or related to meetings.

• It is clarified that these 8 hours would be for meetings, with a minimum of one meeting per month.

• There may be additional meetings as needed, but they would still fall under the 8-hour limit per month.

Rules and Regulations of CEP Meetings

Alexandre explains that there are rules and regulations governing CEP meetings, including having a dedicated secretary and meeting in person.

Requirements for CEP Meetings

• Alexandre explains that there are rules and regulations governing CEP meetings.

• These include having a dedicated secretary who cannot be subordinate to anyone on the committee.

• Meetings must also be held in person, with specific requirements for space and facilities.

• During the pandemic, there have been no changes to these regulations.

Role of PRPPI in Organizing CEP Meetings

Márcia expresses concern about how difficult it can be to organize CEP meetings due to limited availability of committee members. Adilson asks about virtual attendance at meetings. Talita is unable to respond.

PRPPI's Role in Organizing Meetings

• Márcia expresses concern about the difficulty of organizing CEP meetings due to limited availability of committee members.

• Adilson asks about virtual attendance at meetings, but this is not addressed in the transcript.

• Alexandre explains that while PRPPI is responsible for organizing CEP meetings, the committee itself operates independently and follows specific rules and regulations.

Orchestration of Participation

The speaker discusses the need for coordinated participation in various areas and activities, particularly with regards to workload and coordination of courses.

Coordinating Participation

• Talita has been able to access something.

• There is a concern about workload, especially for those coordinating courses. It is difficult to balance all the necessary activities, including teaching hours.

• The speaker appeals to colleagues to participate more in order to avoid overburdening some individuals. They suggest that units should promote engagement among colleagues.

• There has not been enough voluntary participation from colleagues in mandatory activities. This means that some positions may need to be filled through nominations.

Flexibility and Regulations

The speaker discusses regulations regarding meetings and the need for flexibility during the pandemic.

Meeting Regulations

• Meetings have traditionally been required to be held in person, but there has been some flexibility due to the pandemic. Most meetings can now be held online.

• Some meetings still require physical attendance, but this will depend on specific regulations and requirements.

Council Editorial

The speaker talks about the council editorial and its minimum composition requirements.

Council Editorial

• The council editorial requires a minimum number of representatives from each area. However, this may vary depending on demand for works received by the council.

Representation in Committees

The speaker discusses the lack of representation in certain areas and campuses for committees such as the Editorial Council and the Research Ethics Committee. They mention that there is a need for a representative from the areas of Health Sciences, Biological Sciences, and Engineering. Additionally, they emphasize the importance of having both a titular and a substitute representative for each area.

• There is currently no representative from the Santo Ângelo campus.

• The speaker suggests that when sending memorandums requesting nominations for committee representatives, they should evaluate which campuses are lacking representation.

• The speaker emphasizes that it is important to have equal representation across all areas.

• Each area should have both a titular and substitute representative.

Hours Allocated to CEP Participation

The speaker discusses how many hours are allocated to participation in the Research Ethics Committee (CEP).

• 8 hours per month are allocated to CEP participation.

• These hours can be converted into work done on CEP-related activities.

Memorandum Content

The speaker outlines what will be included in an upcoming memorandum regarding committee representation and CEP participation.

• The memorandum will include information about which campuses already have representatives.

• It will also include information about how many hours are allocated to CEP participation per month.

• Requirements for virtual attendance at CEP meetings will also be included.

• Non-represented areas will be given time to nominate candidates for committee positions.

Rules for Virtual Attendance at CEP Meetings

The speaker discusses rules for virtual attendance at Research Ethics Committee meetings.

• Attendance is not limited to faculty members; staff members may also attend.

• Basic elements of the Constitution of the Research Ethics Committee will be reviewed before meetings.

Committee Representation and COPISA

The speaker discusses committee representation and the upcoming COPISA recomposition.

• The speaker suggests that a conversation about the importance of committee representation should be had at each campus.

• A memorandum will be sent out regarding COPISA recomposition after receiving motivation from PFPG.

Characteristics of Online Meetings

In this section, the speaker discusses the characteristics that online meetings should have.

Characteristics of Online Meetings

• Online meetings should have certain characteristics, even if they are held virtually.

• The speaker mentions that these characteristics will be formalized and communicated to those who do not have representation at the moment.

Need for Secrecy in Work Environment

In this section, the speaker talks about why there is a need for secrecy in some work environments.

Need for Secrecy

• Sometimes it is necessary to maintain secrecy in certain work environments.

• This can be due to a lack of separate cells or offices for employees.

• An environment where confidentiality can be maintained is needed.

Updates on Committees and Commissions

In this section, the speaker provides updates on various committees and commissions within their institution.

Copsia Committee Updates

• The copsia committee is an obligatory instance within their institution.

• The edital da copsia has been published and two servers have applied so far.

• The directors general of each campus will be asked to nominate one professor and one staff member for the committee's constitution.

• Once constituted, specific commissions will be formed to handle functional situations involving employees.

Communication Issues with New Formats

• There were communication issues with new formats such as launching edital da copsia and CEP (Comissão de Ética Profissional).

• Some members did not understand the new process which led to delays in communication.

• It was suggested that dialogue between departments take place regarding participation in committees such as CEP, conselho editorial, and copsia.

Formation for Managers

In this section, the speaker provides information about a formation for managers.

Formation for Managers

• A formation for managers will take place on April 13th.

• The memorandum circular number 6 has been sent out regarding this formation.

Meeting Overview

In this meeting, the group discusses upcoming events and initiatives. They discuss the need for a permanent course promotion strategy and the creation of materials to promote courses.

Permanent Course Promotion Strategy

• On day 13, there will be a First Moment where all general directors, legal substitutes, pro-rectors, and preferably one more manager from each campus will attend.

• The next formation for managers will be online due to travel restrictions.

• The committee responsible for process selection is linked to the cabinet and acts in conjunction with the Pro-Rectorate of Institutional Development.

• A proposal was made to create a permanent course promotion strategy that considers each unit's particularities.

Creation of Materials

• The first step in creating materials is to produce specific printed and digital promotional material for each course.

• The team plans to visit campuses to take photos of students in their respective courses as well as classrooms and other facilities that support learning.

Moving Potential Students to a Higher Stage of Relationship with the Organization

The speaker discusses the importance of moving potential students to a higher stage of relationship with the organization by providing them with relevant information about courses and encouraging them to register for notifications about upcoming enrollment periods.

Providing Relevant Information

• It is not enough to simply provide course materials; potential students must be moved to a higher stage of relationship with the organization.

• Course-specific materials will be created for each program, including printed A5 flyers and banners.

• These materials will be made available in both print and digital formats, allowing for wider distribution and accessibility.

• The flyers will include basic information about each course, such as modality, semester, period, and available spots.

Encouraging Registration

• Potential students who express interest in a particular course can register for notifications about upcoming enrollment periods.

• Notifications can be sent via email or WhatsApp to remind students to complete their registration process.

Creating an Institutional Campaign for IFAR Professions

The speaker discusses plans for creating an institutional campaign that promotes IFAR professions through social media platforms.

Social Media Strategy

• An institutional campaign called "IFAR Professions" will be launched on social media platforms.

• The campaign aims to promote IFAR courses by sharing information about them on Facebook and Instagram.

• A team from PRDI will visit all campuses to produce photographic material showcasing each course's unique features.

• This material will then be used to create digital content for the campaign.

Planning and Coordinating Campus Visits

The speaker discusses plans for visiting campuses to produce photographic material showcasing each course's unique features.

Coordinating Campus Visits

• A schedule will be created in collaboration with the DPIS, outlining the number of visits and days required for each campus.

• Before beginning these visits, a dialogue will be initiated with the DPIS to discuss logistics and costs.

• The PRDI team will work closely with each campus to ensure that all necessary spaces are prepared before their arrival.

Introduction

The meeting begins with a discussion about the need to promote courses and suggests virtual meetings to save costs. The importance of having a communication professional in each campus is highlighted.

• Márcia is present, and the need to promote courses is discussed.

• Virtual meetings are suggested as a cost-saving measure.

• It's suggested that each campus should have a communication professional.

Course Promotion

The group discusses organizing course promotion activities, creating a timeline, and presenting it to the managers. They also discuss the upcoming selection process.

• A timeline for promoting courses will be created with Elisandro's help.

• The timeline will be presented to managers at the next meeting.

• The goal is to make significant progress before the selection process begins.

Prbi Agenda

After a break, the group discusses an action plan for training employees at the master's level. They consider partnering with Santa Maria Federal University's public organization management postgraduate program.

• An action plan for employee training at the master's level is discussed.

• Santa Maria Federal University's public organization management postgraduate program may be used as a partner.

• This program has several benefits, including no validation process required for diplomas and applicability in public sector innovation.

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Instituto Federal Farroupilha Program

The program is designed to provide an opportunity for colleagues who do not have a master's degree to participate in a program that aligns with the performance of a public institution. There are 10 vacancies available for colleagues who do not yet have their master's degree.

Eligibility Requirements

• Both technical and teaching staff at Instituto Federal Farroupilha are eligible to apply.

• Applicants must not possess a master's degree.

• The program is not intended for those who already have a master's degree.

Application Process

• The application process can be challenging, especially when competing with multiple candidates.

• A link to the Professional Development Plan (PDP) will be sent to the general list for interested colleagues to review.

• CGP units will work on this issue, and parallel conversations with Melissa Carlos will take place.

• An edict could be launched so that all applicants compete equally.

Institutional Support

• The institution supports participation in the program within working hours.

• Incentives such as promoting participation by employees should be included in the resolution.

• Despite budgetary constraints, it is essential to provide opportunities for employees' professional development.

Program Expansion

• It would be beneficial if more than ten positions were available, but this is currently unfeasible due to budgetary constraints.

• It may be worthwhile considering expanding the program into other areas of education beyond just technical staff.

• The program is an institutional initiative aimed at improving the qualifications of employees.

Partnership with PPG

• The Inter proposal has specific characteristics related to the evaluation of the CAPS program, and it is a partnership with PPG.

Meeting on Educational Opportunities for Employees

In this meeting, the participants discuss the importance of educational opportunities for employees and how it can benefit both the employees and the institution. They also talk about a recent opportunity that was provided to 10 employees and how it can be expanded in the future.

Importance of Educational Opportunities

• The participants discuss the importance of providing educational opportunities to employees.

• They mention that while 10 spots may not seem like a lot, it is still better than nothing.

• One participant mentions that investing in education is a cost-effective way to improve employee skills.

• Another participant suggests offering more opportunities for doctoral programs.

Challenges with Doctoral Programs

• Participants discuss challenges with offering doctoral programs, such as scheduling difficulties and limited resources.

• One participant suggests focusing on areas where there are fewer employees with advanced degrees.

• Another participant suggests conducting a survey to determine which areas would benefit most from additional educational opportunities.

Prospects for Future Opportunities

• Participants discuss plans to expand educational opportunities in the future.

• One participant mentions that they have already conducted a study on areas where there are fewer advanced degree holders among employees.

• Another participant suggests exploring partnerships with other institutions to provide more diverse educational options.

Conclusion

• Overall, participants agree that providing educational opportunities is important for both employee development and institutional growth. They plan to continue exploring ways to expand these opportunities in the future.

Proposal for Partnership between IFAR and UFSM

The proposal for a partnership between IFAR and UFSM is presented, with the aim of providing access to events and publications in high-impact journals. The proposal is expected to be approved in the first semester, with an announcement in April.

• The investment made by IFAR in events and publications has a positive impact on the organization's visibility.

• Access to high-impact journals requires payment, which justifies the investment made by IFAR.

• The proposal for partnership does not require approval from Márcia since it is already a resolution of the Superior Council.

• A vote is taken on the proposal, which receives unanimous support.

Approval of Proposal for Partnership

The proposal for partnership between IFAR and UFSM is approved unanimously. Plans are made to organize a news article and email about the partnership.

• A vote is taken on the proposal, which receives unanimous support.

• Plans are made to create a news article and email about the partnership.

Approval of Calendar for Licentiate Course in Mathematics

A calendar for licentiate course in mathematics at OAB was not submitted last year due to an oversight. It has now been submitted for approval so that it can be used during recognition process.

• A calendar was not submitted last year due to an oversight.

• The course will undergo recognition process soon, hence there's need for approval of its calendar.

• The course has organized 100 days of classes only for first semester 2023 as it ends this July.

Proposta de Calendário Acadêmico da OAB

A proposal for the academic calendar of the OAB is being voted on.

Voting on Proposal

• The proposal for the academic calendar of the OAB is being voted on.

• The voting is ongoing and awaiting results.

• The voting has ended and the results will be published.

Recognition of Courses and IGC Results

Recognition of courses in Panambi and Alegrete, as well as discussion about IGC results.

Recognition of Courses

• Congratulating Panambi and Alegrete campuses for their recognized courses.

• Reports will be analyzed to see if there are any areas where grades can be improved.

IGC Results

• Praising the institution's eighth consecutive year with good IGC scores.

• Scores indicate quality of education offered by institution.

• Automatic renewal of courses likely due to high scores.

Importance of Student Effort in IGC Results

Discussion about how student effort contributes to institutional success.

Institutional Success

• Success attributed to each individual's efforts, including students, faculty, and staff members.

• Ranking is less important than the quality of education offered.

Conclusion and Next Steps

Meeting conclusion and next steps.

Meeting Conclusion

• Suggesting a break for lunch before continuing with more dense topics.

• Resuming meeting at 1:30 PM.