Forecasting study of food-related patents protected by the University of Brasilia, Brazil: Case study.

Patents are important tools to protect innovations in the food industry. They are also indicators of the research and development of an institution. Universities play a significant role in generating and developing innovative technologies. Center for Support to Technological Development (CDT is the Technological innovation center (NIT) that is responsible for protecting the technologies developed by the academic community of the University of Brasilia (UnB). This case study analyzes the patents and patent applications related to food deposited by the UnB. For this purpose, a search was conducted on the National Institute of Industrial Property (INPI) institutional page through the patent database. The results show diverse applications to the food area that are mainly related to biotechnology. Half of the protections are still in progress in the INPI workflow. The requirements issued were primarily related to national genetic heritage. Archiving processes were identified due to non-payment, but we highlighted that it could be a strategic decision of NIT/CDT. Rejections were mainly related to the lack of novelty or inventive steps. Currently, two food-related patents are in force that took, on average, nine and a half years to be granted. Although UnB exclusively owns the majority, the results also evidence co-ownership with other universities and companies. Finally, this study highlights possible partnerships between UnB and the food industry through technology transfer. The technology transfer indicators pointed out that UnB has expertise in this area and that there is a potential to be explored. These results contribute to strategic decision-making in developing new technologies related to food and nutrition and their transfer to society. The scale-up and the increased degree of maturity require greater interaction with the productive sector to ensure the transfer of technology for innovation arising from the research conducted at UnB.

Formação de professores de Educação Física a distância: a experiência da Universidade de Brasília / Formation teacher of Physical Education a distance: the experience of the University of Brasilia / Formación de profesores de Educación Física a distancia: la experiencia de la Universidad de Brasilia

Esta investigação constituiu-se em um estudo de caso, descritivo-exploratório, de caráter qualitativo sobre a implementação do curso de Licenciatura em Educação Física (EF) a distância da UnB no contexto do Sistema UAB. Como resultado mapeamos que apesar da potencialidade das novas ferramentas educacionais tecnológicas, o modelo que está colocado para a política do Sistema UAB ainda apresenta muitas lacunas e principalmente falta de seriedade com o trabalho docente. No entanto, apesar do Sistema UAB estabelecer nexos entre a educação a distância (EAD) e o ideário neoliberal, a autonomia das universidades federais vem empreendendo esforços para que seja possível uma formação com qualidade crítica e emancipadora. A Faculdade de EF da Universidade de Brasília, internamente vem buscando organizar o curso, aderir qualidade à gestão, ao projeto político pedagógico e ao processo de ensino e aprendizagem, considerando as especificidades de um curso de EF.

This research consisted in a case study, descriptive, exploratory, and qualitative character on the implementation of the Bachelor's Degree in distance Physical Education (PE) of UNB in the context of the UAB system. As a result we get that despite the potential of new technological educational tools, the model is put to the policy of UAB System still has many gaps and mostly lack of seriousness with teaching. However, despite the UAB system establish links between distance learning (DL) and neo-liberal ideology, the autonomy of public universities has been making efforts for a formation with quality critical and emancipatory . The Faculty of PE of University of Brasilia, internally is trying to organize the course, adhered quality to management, political pedagogical project and the teaching and learning process, considering the specifics of a course of EF.

Esta investigación se constituyó en un estudio de caso, descriptivo exploratorio, de carácter cualitativo sobre la implementación del curso de Licenciatura en Educación Física (EF) la distancia de la UnB en el contexto del Sistema UAB. Como resultado mapeamos que a pesar de la potencialidad de las nuevas herramientas educativas tecnológicas, el modelo que está colocado hacia la política del Sistema UAB aún presenta muchos huecos y principalmente falta de seriedad con el trabajo docente. Sin embargo, a pesar del Sistema UAB establecer nexos entre la educación la distancia (EAD) y el ideario neoliberal, la autonomía de las universidades federales viene emprendiendo esfuerzos para que sea posible una formación con calidad crítica y emancipadora. La Facultad de EF de la Universidad de Brasilia, internamente viene buscando organizar el curso, adherir calidad a la gestión, al proyecto político pedagógico y al proceso de enseñanza y aprendizaje, considerando las especificidades de un curso de EF.

O programa de pós-graduação stricto sensu em Educação Física da Universidade de Brasília: projeto, experiência e desafios / Graduate Program in Physical Education of the University of Brasilia: project, experience and challenges

Este texto tem a finalidade de apresentar o Programa de Pós-Graduação em Educação Física da Universidade de Brasília para interessados na realização de pós-graduação na área no país, de forma que fiquem conhecendo o Programa. Destaca sua experiência e desafios, com uma breve síntese envolvendo histórico, projeto curricular, corpo docente, ações e produção científica, processo de seleção, comunicação e divulgação e sua avaliação.

The purpose of this manuscript is to present the Graduate Program in Physical Education from the University of Brasilia to the readers who want to offer a graduate program in Physical Education in their institution. The emphasis of the manuscript is in our experience and challenges; however we also present a brief historical, the curriculum, the faculty, the actions and the scientific publications, the application process, the communication and divulgation, and the evaluation process.

Cotistas e não-cotistas: rendimento de alunos da Universidade de Brasília / Quota and non-quota system: performance of students at University of Brasília

O texto discute o rendimento no curso de três turmas de alunos que ingressaram na Universidade de Brasília em 2004, 2005 e 2006, mediante vestibulares com dois sistemas de seleção, o de reserva de 20% das vagas para negros e o tradicional, de livre competição. Compararam-se as médias das notas de dois grupos de alunos em cada carreira, cotistas e não-cotistas, considerando o nível de prestígio social do curso e sua área do conhecimento do vestibular - Humanidades, Ciências e Saúde. Em linhas gerais, no conjunto das três turmas de cada área, os resultados mostraram que em aproximadamente dois terços ou mais das carreiras não houve diferenças expressivas entre as médias dos dois grupos ou estas foram favoráveis aos cotistas - apesar de exceção num único ano, nas Ciências. A principal tendência constatada, que encontrou eco em evidências empíricas de outras instituições, foi a da ausência de diferenças sistemáticas de rendimento a favor dos não-cotistas, contrariando previsões de críticos do sistema de cotas, no sentido de que este provocaria uma queda no padrão acadêmico da universidade.(AU)

The text deals with the academic achievement of three cohorts of students who entered the University of Brasília in 2004, 2005 and 2006, by means of entrance exams involving two selection processes: a 20% quota for black students and traditional evaluation procedures. Achievement was measured by the average grades obtained in courses followed by two groups of students in each career, those from the quota system and those from the non-quota system. Careers were classified according to their social prestige and their areas in the entrance exams - Humanities, Sciences and Health. Broad data trends indicated that, for the three cohorts in all areas, in approximately two thirds (or more) of the careers there were no meaningful differences between the average grades of the two groups, or these were favorable to students from the quota system; an exception, in one single year, was in the Sciences area. Main trends observed, echoed by empirical evidence from other universities, indicated an absence of systematic achievement differences in favor of non-quota students, thus opposing forecasts that the quota system would lead to decreasing academic standards in higher education, as voiced by many criticisms of the system.(AU)