São Leopoldo Mandic College – SLMANDIC adopts educational policies based on the diagnosis of micro and macro regions in which it is inserted, and it considers the aspirations of the population in connection with current health management needs, according to the socioeconomic regional reality. Every educational policy adopted by the College is also planned and structured in consistency with its mission to educate, qualify and update professionals with excellence for the health area by academic means and technological breakthroughs, supported by research and humanization focused on the citizen.
Under an innovative and transforming perspective, SLMANDIC students benefit from an array of courses that allow them to have not only a competent insertion in the job market, but also to get prepared to act as transforming agents in communities.
Resting on three fundamental pillars – professional qualification and experience of its faculty, the value of practice in the educational process and the adoption of technological teaching breakthroughs with the support of state of the art laboratories – SLMANDIC academic practices are guided by an Institutional Development Project – PDI as a result of discussions among the players involved in the conception of the College project, and it systematizes theories, reflections and practices that are present in the everyday life of the College. PDI grounds expresses an overview of the world and the role of higher education, besides explaining the attributions of the Institution and its social contribution at regional and national levels through education, research and extension, trying to articulate what is real and what is desirable.
PDI projects the values originated from the identity of the institution and presents a philosophical-pedagogic line that distinguishes the courses, programs and projects provided by the College, seeking to keep the institution updated on the incentive to conduct research in several areas and specialty fields for the continuing education of teachers and students. The College pays close attention to the application of principles that expand knowledge, especially related to the features of curriculum, assessment and teaching methods in higher education.
For SLMANDIC, building the PDI is based on an educational project that considers itself inseparable from social and cultural projects it comprises. The most noteworthy of its basic features include: guiding the teaching and organizational role of the educational proposal; understanding the ‘human being’ as the main focus of its conception; guiding itself from an educational perspective and adopting a teaching-learning style; understanding the social, economic and cultural contexts in which the educational process develops, and adhering to the integrated action of managers, professors, students, and technical-administrative staff.
The pillars that support alumni profiles for the courses proposed by SLMANDIC are defined according to the College mission as a Higher Education Institution – IES, the National Curricular Guidelines as well as the curriculum proposed. This point considers the profile intended for each course and observes the selection of the required content, competencies, abilities and actions to be developed so that the intended professional profile is obtained with qualifications and skills involving attention, management and health education.
As for the curriculum, it considers the need for qualified professionals to act globally at different levels of attention to health care; the exercise of citizenship with a reflective attitude and critical view that fosters teamwork, learning autonomy, decision making and meeting community demands; providing ethical background through activities that value community life, solidarity and respect differences, and presenting scientific knowledge to offer quality in the services delivered.
Observed the specificities of each educational project, SLMANDIC uses active and interactive methodologies in the development of its courses focused on the student and aimed at their intellectual development, emphasizing the development of their ability to learn how to learn and to enterprise. Some methodological principles should be highlighted such as interdisciplinary studies (reciprocal integration among several disciplines to break individualized structures and to promote a systemic contextualized view of knowledge); a flexible curriculum (expansion of knowledge horizons and development of a more comprehensive critical view); diversification of teaching-learning scenarios.
Psycho-pedagogic aspects are added to such methodological principles, and they are based on an interactionist approach. Knowledge is considered a continuous construction process in which development does not depend only on the investment received, but on the engagement of each person and their interest in building and rebuilding their learning ability that occurs in a dynamic fashion, always relating theory and practice. Doing things on a psycho-pedagogic basis guides the institution as a whole and requires updated practices, developing teaching-learning possibilities that lead students to participate dynamically in an integrated form in the day-to-day academic life.
SLMANDIC also adopts information and communication technology with a didactic teaching method that enriches and qualifies the teaching-learning process, especially in the development of content and activities proposed by the courses. Some noteworthy information and communication technologies adopted by the dental school include the use of audiovisual aids and multimedia in theoretical and practical classes; the use of Moodle platform for distance education strategies (EAD) available to all disciplines, and integrated technologies during the course, which help the teaching-learning process conducted by professors such as videos for class discussions.
Laboratories are equipped with computers to provide access to reports, radiology exams and imaging, besides simulation of materials and 3D digitization of real models as well as other activities.
1. Equal opportunity for admission and completion in the institution.
2. Freedom to learn, teach, research and promote culture, thoughts, art and knowledge.
3. Pluralism of ideas and teaching conceptions.
4. Curricular activities that promote human rights respect and citizenship exercise.
5. Respect to freedom and appreciation of tolerance.
6. Value to educators.
7. Democratic teaching management ensured by the existence of collegiate deliberative bodies, in which segments of the academic community and community representatives take part.
8. Quality standards assurance.
9. Extra-academic experience valued.
10. Education, job market and social practices linked.
11. Incorporation of innovative educational means, especially those based on information and communication technologies.
12. Insertion of international academic activities encouraged aiming at the development of research projects and student-faculty interchange with foreign institutions.
13. Social responsibility of the institution towards understanding the precepts of social inclusion, equality promotion, human rights defense, life quality and the environment.
14. Insertion of SUS – Unified Health System encouraged.