Strategic planning

The strategic planning of PPG-AMSA, in connection with the Institutional Development Plan (PDI) of UFMG (https://www.ufmg.br/pdi/2018-2023/wp-content/uploads/2019/03/PDI-revisado06032019.pdf), establishes the guiding principles of the program’s pedagogical project as outlined in the following key aspects:

I. The development and implementation of the curricular proposal and its commitment to the regional, national, and international integration of graduates.

II. Curricular flexibility, based on an expanded concept of academic activity and an understanding of the concept of pathway for curricular completion.

III. The consistency and quality of academic projects, providing students with freedom of access to knowledge, intellectual autonomy, continued learning capacity, ethical engagement, and citizenship formation, in line with regional and national needs.

IV. The continuous revitalization of academic curricula, anchored in conceptual and methodological advancements and aligned with the frontiers of knowledge in environmental sciences.

V. The creation of an academic environment aimed at fostering the cultural citizenship of students through a broad offering of curricular academic activities that aim to establish a repertoire of analytical tools and matrices for interpreting environmental phenomena, society, and culture.

VI. The ongoing effort for methodological innovation in teaching, aiming to enhance the quality of the courses.

VII. The international integration of faculty and students, promoting student mobility programs governed by the principle of reciprocity.

VIII. Encouragement for foreign students, especially those from South America, to complete stages of their graduate training, Master’s, and Doctorate at UFMG, as well as those from Portuguese-speaking countries.

IX. Promotion of the development of interdisciplinary and transdisciplinary projects and programs, with particular emphasis on the availability of curricular pathways.

X. The permanent and effective integration between undergraduate and graduate levels, with the construction of articulated pathways that cross these levels and the expansion of activities that promote interaction between students from both levels.

XI. Effective integration of research and extension activities with undergraduate and graduate teaching activities, including the creation of curricular structures aimed at enhancing the spillover of these into teaching.

XII. Conducting evaluative processes that provide feedback on the institutional academic project, as an essential vector for achieving increasingly qualified operational levels of the courses and programs, as well as for accountability to society by the institution.

XIII. Commitment to the qualitative advancement of the pedagogical project, particularly concerning the deepening of conceptual issues and didactic experimentation.

XIV. Consolidation of distance education programs as a tool for disseminating access to qualified higher education.

XV. Encouragement of academic training for professional practice in the context of a society where an increasing number of professions require a greater intensity of knowledge for the performance of more complex tasks.

XVI. Fostering the establishment of long-term partnerships with public basic education schools that involve the dimensions of teaching, research, and extension.

XVII. Encouragement of the construction of an access and opportunity policy that ensures increasingly satisfactory levels of equity, as well as the creation of an inclusive academic environment capable of welcoming individuals from diverse sociocultural backgrounds.

XVIII. Promotion of policies that pay special attention to providing the necessary academic means to facilitate the training of people with disabilities.

XIX. The establishment of a university environment in which the notion of solidarity is prioritized as a structuring element of relationships among individuals.

XX. The establishment of policies to combat all forms of oppression, prejudice, and exclusion, as well as mechanisms of support for individuals exposed to mental suffering or human rights violations.