Draft:Farroupilha Federal Institute

FARROUPILHA FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY

The Farroupilha Federal Institute is a basic, professional and higher education institution, pluricurricular and multicampi, specialized in the provision of professional and technological education in the different modalities of education. Compared to universities, institutes are institutions that are accreditors and that certify professional skills, in addition to having university autonomy.

IFFar has its rector installed in Santa Maria and currently contains 11 campuses in activity: Alegrete, Frederico Westphalen, Jaguari, Júlio de Castilhos, Panambi, Santa Rosa, Santo Ângelo, Santo Augusto, São Borja, São Vicente do Sul and avançado Uruguaiana, in addition to the Distance Education Centers and the Reference Centers.

The technical courses offered at the Federal Institute Farroupilha can be separated from high school (only professional training, being concomitant or subsequent to high school) or integrated to the high school curriculum (such as a regular school) (it also has a modality to adults over 18 years of age, which is called "PROEJA".

Subjects:

In the first year, the disciplines  of the informatic area are: Programming I, Introduction to Electronics, Hardware I, Fundamentals of Information and Applications.

In the second year, the disciplines of the informatic area are: Computer Networks I, Databases, Programming II, and Analysis and Systems Modeling.

In the third year, the disciplines that courses offered are: Programming III, Computers Networks II, Emerging Topics in Computing.

In the Programming discipline the students learn how to create pages, stylize them and how to connect these pages. The students learn about the programming language PHP and technologies from the front-end development, like HTML (HyperText Markup Language) and CSS (Cascading Style Sheets), from their introduction to their integration.

In Fundamentals of Informatics and Applications, they learn about the evolution of computers since the first computer to modern computers, what software is, and the number systems like binary and hexadecimal. The students learn how to use LibreOffice mechanisms: Calc, Writer and Impress. That was essential, especially to students who had no notions of use, to carry out various works at the institution.

In Hardware, we learn about the physical part of computers, disassembling and assembling. They learn about different components of a computer and how they work.

In Introduction to Electronics the students learn the basics of electronics components and how they work, electrical circuits and the physics concepts in that.

In Computer Networks, the students learn to communicate among different networks, learn to transform IP masks, how to build internet cables, how to configure networks, network security, among other subjects.

In the Databases discipline the students learn how to create databases, how to insert, search for information and how that is stored.

In the Analysis and Systems Modeling discipline, the students learn fundamental concepts about the software development process, requirements engineering, systems modeling (UML), etc.

The “Emerging Topics in Computing” class addresses various aspects of computing, which adapt to the teacher's preferences. It is common, for example, to have contents that must be applied in the construction of the CCW (Course Completion Work), such as CSS and JavaScript.

The CCW is a form of evaluation of the student who is concluding the course in question. Computer technician students must choose a discipline related to the course, on which they will develop their research. For example, students who opt for the Programming subject must develop a website. The works produced by the students are guided by a professor from the institution and are published on ARANDU, the IFFar repository site.

Technician certificate in Administration:

The Technical Course in Administration provides technical training for entering or improving the job market, which means that administrators can work in companies of different sizes and also in companies of different sections of the economy, as well as in private companies, in public agencies, and in the third sector. There are specific objectives for students: to know how organizations work and are structured; understand and execute organizational planning, and perform activities related to administrative routines. (source)

Subsequent:

In IFFar, we have the availability of internet and technology that help, from its functions in the improvement of concepts.

In addition, IFFar is increasingly looking for ways to add to the spaces and materials offered at the institution, always aiming at the comfort and learning of its students.

Computer Maintenance and Support:

The main objective of this course is to train professionals to operate in various areas of information technology, with a focus on maintenance and support of computers and networks, both in hardware and software. According to the institution's educational proposal, the objective is also a humanistic and integral training so that, in addition to being technicians, professionals must be critical and reflective citizens capable of understanding and acting in their reality, exploring the use of technologies with social responsibility.

The subsequent course in Computer Science at the Federal Institute Farroupilha (IFFar) Uruguaiana campus is an excellent option for those looking to delve deeper into the field of Information Technology. With a solid technical and practical education, the course prepares students to competently and efficiently enter the workforce.

The Uruguaiana campus of IFFar provides a welcoming academic environment conducive to learning. With modern infrastructure and well-equipped laboratories, students have access to up-to-date technological resources, enabling them to gain practical experience and develop their skills in a real-world setting.

Throughout the subsequent course in Computer Science, students have the opportunity to deepen their knowledge in various areas of Information Technology. They learn about programming, computer networks, databases, information security, system development, and much more. The curriculum is carefully designed to provide a comprehensive education, balancing theory and practical application.

Additionally, the faculty at IFFar Uruguaiana campus consists of highly qualified professionals with extensive experience in the field of computer science. They remain up-to-date with market trends and demands, bringing current knowledge and relevant practices to the classroom.

The subsequent course in Computer Science at IFFar Uruguaiana campus also encourages student participation in research and extension projects, providing opportunities to apply their knowledge to real projects and interact with the local community.

Upon completion of the subsequent course in Computer Science at IFFar Uruguaiana campus, students will be well-prepared to enter the workforce as programmers, systems analysts, network administrators, technical support specialists, and other related roles. Furthermore, they also have the option to continue their studies in higher education programs in the field of Information Technology.

SUBJECTS:

The subsequent course in Computer Science covers a variety of subjects that encompass key areas of Information Technology. Students will have the opportunity to study essential disciplines that will prepare them for the challenges of the job market.

One of the core subjects is Operating Systems, where students learn different programming languages, algorithms, and data structures. They develop coding skills and learn to create efficient and reliable software solutions.

• Mathematical Logic is another important discipline, introducing students to the principles of mathematical logic and its application in solving computational problems. They learn about propositions, logical reasoning, and Boolean algebra.

• Organizations and Computer Architecture delve into the internal structure of computers, including processor architecture, memory, and input/output devices. Students also learn about component organization and interconnection.

• Instrumental Portuguese focuses on developing students' reading, writing, and interpretation skills in technical texts related to the field of informatics. They learn techniques for comprehension and analysis of specialized texts. Introduction to Informatics provides students with a foundational understanding of informatics, covering the history of computing, hardware and software fundamentals, and basic networking concepts.

• Microcomputer Maintenance equips students with skills in maintenance, assembly, disassembly, and repair of microcomputers. They gain practical experience in identifying and troubleshooting common hardware issues. Information Systems Security covers principles and practices of information security. Students learn about security threats, encryption, authentication, and data protection measures.

• Computer Networks delves deeper into networking concepts and protocols. Students learn about network topologies, routing protocols, network security, and server administration.

• Robotics offers students an introduction to the fundamentals of robotics, including programming, sensors, actuators, and robot control. They learn to design and program robots to perform specific tasks.

These subjects provide students with a solid and comprehensive foundation in the field of Computer Science, preparing them to pursue various career paths in IT and tackle the challenges of the job market.

Technician certificate in Marketing:

The aim of the course is to qualify professionals to perform marketing routines in order to promote the improvement and development of local businesses in an environment of constant change, as well as to shape ethical, dynamic, and creative professionals.

PPC, Técnico em Marketing Subsequente, 2020, p.10.https://www.iffarroupilha.edu.br/projeto-pedag%C3%B3gico-de-curso/campus-avan%C3%A7ado-uruguaiana

PPC, Técnico em Administração, 2020, p. 10. https://www.iffarroupilha.edu.br/projeto-pedag%C3%B3gico-de-curso/campus-avan%C3%A7ado-uruguaiana

Bachelor's Degree in Administration:

Bachelor's Degree in Administration from the Federal Institute of Education, Science and Technology Farroupilha – Uruguaiana Advanced Campus, expected to be implemented in 2025. This course aims to train professionals in Administration with solid theoretical and practical training, prone to thinking and acting differently, focused on viability and sustainability of organizations, based on the development of knowledge, management and leadership skills and competencies.

• Course duration in semesters: 8 semesters (4 years)
• Total course workload: 3000 hours
• Course offering shift forecast: evening
• Number of vacancies to be offered: 35

Degree in Mathematics Teaching: The advanced campus Uruguaiana also offers a degree program in Mathematics Teaching through distance learning (EaD), with centers located in UAB Cachoeira do Sul, UAB Candelária, UAB Rosário do Sul, and UAB Santiago, UAB São Gabriel, UAB Sobradinho.

Having 280 vacancies being 40 per pole and needing 3.490 hours to be completed and the course having 4 years of duration  the aim of the course.

The course syllabus encompasses the following subjects in each semester, being two semesters only: Fundamentals of Administration, Marketing Administration, Instrumental Portuguese, Statistics, Applied Informatics to Marketing. Complementing, Consumer Behavior, Marketing Research, Marketing Planning, International and Spanish Marketing, Digital Marketing, Relationship Marketing, Services and Retail Marketing, Customer Service and Sales and Ethics and Society.

The Technology in Systems Analysis and Development Course:

The Technology in Systems Analysis and Development course at the Federal Institute of Education, Science and Technology Farroupilha – Uruguaiana Advanced Campus is expected to be implemented in 2025. This course aims to train professionals in the creation and development of technological software solutions for organizational processes, which support decision-making and contribute to the continuous improvement of the organization's quality and competitiveness.

• Course duration in semesters: 6 semesters (3 years)
• Total course workload: 2360 hours
• Number of vacancies to be offered: 35

JEIF/eJIF:

JEIF -  or IFFar student games - is an event whose objective is to promote school integration through sports such as athletics, basketball, handball, volleyball, sand volleyball, football, futsal, chess, table tennis, among other sports.

This event lasts about 3 days, with competitions starting at 8 am and ending at 10 pm, in addition to the fact that each year a campus is chosen where these games take place. The basketball team from Uruguaiana won two titles.

The Federal Network created the 1st National Electronic Games eJIF Tournament in 2021. Its objective is to promote the mental health of IF students through a competitive activity, whose characteristics allow participation, although they remain/are in different locations.

The IFFar teams will be defined through the Institutional Phase which takes place from July 14th to 28th, from September 19th the federal phase begins, which will take place every weekend via the Internet, participants can choose between three types of electronic games: Free Fire, League of Legends and Chess Arena.

Teaching projects:

Teaching projects are learning methods that the school offers, blending theory and practice to help students learn by doing. This assists them in becoming more independent and responsible.

These projects not only expand comprehension but also equip students to tackle real challenges, contributing to their personal and professional growth.

Additionally, by collaborating in teams on these projects, students exchange ideas and build together, fostering a dynamic learning environment.

These opportunities showcase the school's commitment to a comprehensive education, encouraging students to be active learners, prepared for the future. Learn more through this link: https://integra.iffarroupilha.edu.br/portfolio/projetos-institucionais

Federal Institute of Education, Science and Technology of Farroupilha (IFFar) | Institution outputs | Nature Index

• Integrated Professional Practice (IPP):
• The Integrated Professional Practice (IPP) at IFFar is a methodology that aims at integrating different disciplines to create a common product. The IPPs are foreseen in the course projects and aim at the articulation between theory and practice in the teaching and learning processes. At IPPs, the class of students is always divided into groups, so the students must work on the proposed material together.

Community Work Projects

The community work projects are offered on Campus as community focused outreach projects. The Uruguaiana Advanced Campus of the Farroupilha Federal Institute (IFFar) also provides a range of courses and activities for the community related to the field of informatics. A notable example is the educational use of the Dash and Dot robots, which are employed for teaching programming to children who are interested in this area of study. There is a list of the  social projects offered by the campus:

• CHILDREN'S PROGRAMMING WITH THE ASSISTANCE OF DASH ROBOT 2023
• CHILDREN'S PROGRAMMING WITH THE ASSISTANCE OF DASH ROBOT 2019
• IFFAR SCHOOL GAME - 2018
• TEACHING PROGRAMMING TO CHILDREN WITH THE ASSISTANCE OF DASH ROBOT - 2018 *
• TEACHING PROGRAMMING USING DASH ROBOT IN PARTNERSHIP WITH "GENTE MIÚDA" EARLY CHILDHOOD EDUCATION
• CENTER - 2018
• INTRODUCTION TO PROGRAMMING FOR CHILDREN - 2017

• CHILDREN'S PROGRAMMING WITH THE ASSISTANCE OF DASH AND DOT ROBOTS -

2017

• BASIC TEXT EDITOR COURSE - 2016

The Federal Institute of Farroupilha (IFFar) also delves into matters of pedagogy and instructional methodologies, tailored for individuals engaged in the field of education and learning. Within this context, the institute has projects that exemplify innovative educational practices. These projects not only underscore the importance of effective teaching methods but also serve as inspirational models for educators aiming to enhance their instructional approaches. A few illustrative instances of such projects encompass:

• EDUCATION: METHODS AND TOOLS (II) - 2022
• EDUCATION: METHODS AND TOOLS (I) - 2021

In order to provide preparation for future IFFar students, a social project called Pre-vestibulinho was developed to attend 35 students of public elementary schools.

BASIC SPANISH I, II e III - LANGUAGE CENTER - URUGUAIANA 2022 and 2023: The objective of this project is to promote the learning of foreign or additional languages (FL/AL) in the context of the Federal Institute Farroupilha (IFFar), aiming to prepare professionals who are more qualified and culturally prepared to face the challenges of the contemporary world, especially in the context of new technologies and globalization.

BASIC ENGLISH I -  LANGUAGE CENTER- CAMPING URUGUAIANA 2022:

The project's objective is to enhance the importance of mastering a foreign or additional language (FL/AL) in today's world, as it represents both an opportunity and a necessity to broaden an individual's cultural horizons in the face of the demands of the new technological era. Brazil, as an emerging global power, needs to establish educational pathways that prepare professionals to navigate the complex global issues of our time.

BASIC ENGLISH II AND III - LANGUAGE CENTER - URUGUAIANA 2023:

One of the actions of internationalization of IFFar is offering language courses for the students and community. At the campus, Spanish and English courses are offered.

POEME-SE - 2020:

The POEME-SE Project is a group gathered on an instant communication platform for the exchange of original or non-original poems, with the aim of motivating reading, writing, and the appreciation of poetic texts.

IFFAR TELLS A STORY: PROMOTING READING IN SCHOOLS - 2020:

A project aimed at promoting reading through engaging books.

QUILOMBO RINCÃO DOS FERNANDES: REDISCOVERING ORIGINS IN THE WESTERN FRONTIER 2018:

Solidifying and disseminating, based on history, the knowledge required to understand the formation of quilombos in the region and identify potential entrepreneurs.

WAKANDA EXTENSION: PREPARING YOUTH FOR THE FUTURE 2019:

Awakening interest in African games and introducing them to robotics.

FROM MY WINDOW: LANDSCAPE AS A BRIDGE TO OTHER PLACES AND TIMES (COVID-19) - 2020:

Videos, drawings, photos, and texts created from what one sees from the window of their home after the pandemic will be analyzed based on the proposed objectives and subsequently exhibited at the IF Farroupilha Uruguaiana Advanced Campus.

END-OF-YEAR CLOSING MEETING "GETTING TO KNOW THE ONU" 2021:

Discussion on the current objectives of the United Nations (UN) and speeches by students at the IF Farroupilha Uruguaiana Advanced Campus simulating country delegations in an opening session of the UN General Assembly.

DISCUSSION CIRCLE: MY BODY IS POLITICAL AND RESIDES IN THIS WORLD 2022:

It aims to promote anti-racist education.

WOMEN DISCUSSING PUBLIC POLICIES AND CITIZENSHIP IN URUGUAIANA 2022:

Municipal agencies engage in dialogue on public policies and citizenship directed towards women, along with some women's representative institutions.

https://sites.google.com/iffarroupilha.edu.br/portal-nai/

SOAP PRODUCTION USING RESIDUAL KITCHEN OIL:

Throughout the year 2022, the Federal Institute Farroupilha, Uruguaiana Campus, organized a course on soap production with students from the technical courses of computer science and administration. The main goal of the course was the development of techniques to make the production of such a product more efficient and sustainable. The products were evaluated for consistency, efficiency, odor, and pH values within the standards established by ANVISA (Brazilian Health Regulatory Agency).

PRACTICAL ACTIVITIES IN EARTH SCIENCE EDUCATION:

A project aimed at teachers of Science and Earth Science in the public basic education network, with the intention of providing a theoretical foundation and a learning environment for new teaching techniques in three areas: cartography, astronomy, and climatology. The project was conducted through monthly workshops, aiming to enhance and update teaching practices. The project's duration was from June 10, 2016, to December 30, 2016.

THE HISTORY OF URUGUAIANA THROUGH THE MUNICIPAL HISTORICAL ARCHIVE:

The project aimed to create an online space for learning about the history of the Municipality through a consultation of the city's municipal archives. This project stemmed from the observation of some students from Iffar who came from the state education system and noticed that local history is rarely addressed in elementary education. To address this situation, we proposed training students from the Campus Avançado Uruguaiana to produce videos about the history of Uruguaiana using the collection of the Municipal Historical Archive. It was initiated on 01/06/2020 and concluded on 31/01/2021.

"PATH WITH GIANTS" - A PLAYFUL IMMERSION INTO THE MEGAFAUNA:

The project aimed to promote the popularization of science education through technology in the early years of elementary school, focusing on students aged 6 to 9 years old. The project proposed the interactive and playful construction of knowledge, including activities such as cave painting, collecting and exhibiting rocks and minerals, the development and use of thematic digital games, the creation of thematic exhibitions, among other activities. The project started on 13/06/2017 and concluded on 18/12/2017.

PALEO-GEOLOGY IN SCHOOLS:

Recognizing the geological and paleontological potential of the State of Rio Grande do Sul, the Federal Institute Farroupilha Campus Avançado Uruguaiana decided to promote the study of Paleo-Geology in the schools of the municipalities of Uruguaiana and Santa Rosa. The project began on 22/06/2016 and concluded on 31/12/2016.

WALKING WITH GIANTS:

Initiated on 10/01/2016 and concluded on 11/19/2016, the "Walking with Giants" project falls within the context of the extension project "Paleontology in Schools." An interactive and playful exhibition was developed for children in the literacy phase, offering an immersion into the last ice age of Rio Grande do Sul.

EXPANDING HORIZONS: ADDRESSING CLASSIC AND REFERENCE TEXTS IN THE CLASSROOM:

Led by the Federal University of Rio de Janeiro (UFRJ), the Professional Master's in History Teaching (ProfHistória), offered nationwide, is a postgraduate program recognized by the Coordination for the Improvement of Higher Education Personnel (Capes) of the Ministry of Education (MEC). After a public consultation, acceptability and demand from the public for the course were confirmed. In this regard, IFFar - Campus São Borja may become a node of the National ProfHistória Network, coordinated by UFRJ. With this possibility in mind, a group of educators is seeking to develop actions to make this desire already expressed by the community viable.

The proposal of the online course "Expanding Horizons: addressing classic texts in the classroom" is to create a more robust dialogue between works and authors considered classics or references in the humanities and social sciences with the classroom environment. The course's objective is to propose strategies to make classic and reference texts and authors accessible in higher education classrooms and, especially, in basic education. The course will consist of four classes taught by IFFar faculty and external guests who will present didactic strategies on how classic texts from their respective research areas can be integrated into specific classroom content.

Student participation: A selection of scholarship students from the Technical Course in Events at IFFar - Campus São Borja will be conducted through interviews.

PRE-IFFAR - PREPARATORY COURSE FOR THE SELECTION PROCESS. 2022:

Pre-IFFAR, known as Pre-Entrance Exam, is a project developed to assist 35 students from public schools in gaining admission to IFFar.

PROJECT - PREPARATORY WORKSHOPS FOR ENEM 2022:

Conducted in 2022, the Preparatory Workshops for ENEM were a project with the goal of serving as a pre-college program targeted at third-year high school students from Colégio Estadual Dr. Roberval Beheregaray Azevedo and Instituto Federal Farroupilha – Advanced Campus Uruguaiana.

INTEGRATED LIBRARY - 2020:

Due to the lack of a digital system for the organization of the Municipal Library in Uruguaiana, students from the technical courses in Informatics and Administration developed a system for the library. The program generated a software registration at the INPI (National Institute of Industrial Property).

CEMETERY - 2022:

In 2022, students from IFFar Campus Uruguaiana constructed a system for the Municipal Cemetery Senhora Sant'Ana of Uruguaiana.

IFLATAS:

A project carried out in 2017 and 2018 aimed to facilitate the connection between people and adoptable animals. The team members established a webpage through a partnership between the Federal Institute Farroupilha   and the Vira Latas Protectors Association. Nowadays, this page is also utilized to help locate lost animals.

STUDENT ASSISTANCE

STUDENT UNION ROOM

The campus has the Student Union Room, which is used for student meetings and leisure.

  The room has appliances for student use, such as microwave, electric kettle, refrigerator and coffee maker purchased by students and teachers/other servers through the recycling of pet bottles. The Student Union is in charge of managing the room. Both maintenance and cleaning are done by the students.

Art and Culture

In 2015, an art and culture policy was approved at the Federal Farroupilha Institute, valuing and promoting cultural assets. The institute provides the academic community with broad access to art and culture. Its goal is to encourage the presence of cultural art in the educational environment, through lectures, academic activities, cultural samples or weeks dedicated to this purpose.

Every year, there is an artistic exhibition involving students from all IFFar campuses, the Cultural Exhibition.

On April 17, 2020, the institute launched the campaign "MINUTE OF ART AND CULTURE", bringing the school community closer to this artistic/cultural theme, in a remote way; through videos on the platforms of the institution.

Link to download the creation and regulation of the Art and Culture Centers of IFFar, please click on the following link: :https://www.iffarroupilha.edu.br/component/k2/attachments/download/20817/5e4bc047529a5c073be117bc46d3a1e0

Cafeteria

Due to budget restrictions, there are two meals for students of integrated technician courses: breakfast and lunch.

  The meal is scheduled on the institute website, which also displays the weekly menu. To access the cafeteria it is necessary to present the digital wallet to confirm if you scheduled the meal.

The food, besides being of excellent quality, is supervised by a nutritionist from our Campus, she is responsible for monitoring the students' diet and also for setting up the weekly menu. In addition, she also offers collective activities and individual nutritional care for students who have medical referral due to some illness.

Lunch time is 12:20 PM for those who are in the integrated class. At this time the students  go to a queue to wait their turn to register their presence and be able to have lunch without repetition.

Reference

PROFESSIONALS:

The Federal Institutes are well known for the high quality of their technical staff. The professionals that work at the campus are listed below:

Alexandre Guandalini Bossa: http://lattes.cnpq.br/5231475980254393

Alexandre Pujol de Moura: http://lattes.cnpq.br/2705698398840470

Aline Contreira Peste:  http://lattes.cnpq.br/9687703677834096

Anderson Mendes Rocha:  http://lattes.cnpq.br/9190424244291508

Anelise da Silva Cruz:  http://lattes.cnpq.br/7807758119292406

Barbara Gorziza Avila:  http://lattes.cnpq.br/4311594826556724

Cezar Augusto Mautone Pedroso:  http://lattes.cnpq.br/6546305593503228

Cíntia Corte Real Rodrigues:  http://lattes.cnpq.br/1665834308102399

Debora Duarte Freitas:  http://lattes.cnpq.br/2554416443989978

Diely Valim dos Santos: http://lattes.cnpq.br/7302080965637972

Douglas Ricardo Boardman dos Reis: http://lattes.cnpq.br/6003226305500109

Elijeane dos Santos Sales: http://lattes.cnpq.br/2127188008918517

Fabio Dias da Silva: http://lattes.cnpq.br/9120290318687987

Flavio Rodrigues: http://lattes.cnpq.br/0923095800503068

Gustavo Griebler: http://lattes.cnpq.br/6238617006920336

Jessica Saraiva da Silva:  http://lattes.cnpq.br/9487370426433705

Jhonathan Alberto dos Santos Silveira:  http://lattes.cnpq.br/2759320917269615

Joao Carlos De Carvalho E Silva Ribeiro:  http://lattes.cnpq.br/4650093877775406

Kauana Rodrigues Amaral: http://lattes.cnpq.br/6120860345989416

Leandro Martins Dallanora: http://lattes.cnpq.br/1986876134087846

Louise Silva do Pinho: http://lattes.cnpq.br/7571119782261911

Lucélia Kowalski Pinheiro: http://lattes.cnpq.br/1976275513795144

Luis Nilto Brum Martins: http://lattes.cnpq.br/6765152966349876

Marcelo Fischborn: http://lattes.cnpq.br/3713284621644753

Maria Inez de Amorim Araújo Gonçalves:  http://lattes.cnpq.br/9984956736433314

Melina Mörschbächer: http://lattes.cnpq.br/5805994345598464

Michel Michelon: http://lattes.cnpq.br/7452338191902383

Mariele Da Silva Hernandez: http://lattes.cnpq.br/4942185633705906

Pablo Brauner Viegas: http://lattes.cnpq.br/5104693184592128

Ricardo Brasil Barreira:  http://lattes.cnpq.br/5898797886698095

Rilton Ferreira Borges: http://lattes.cnpq.br/2888173012424196r

Roberto Carlos Dalongaro:  http://lattes.cnpq.br/4949432187560448

Rogerio Grotti:  http://lattes.cnpq.br/6109717277616996

Sandra Cristina Dos Santos Machado:  http://lattes.cnpq.br/3095015054767846

Silvia Sampaio Chagas Gomes: http://lattes.cnpq.br/8828299832863677

Stephane Rodrigues Dias: http://lattes.cnpq.br/0444290032159177

Thiago Cassio Krug: http://lattes.cnpq.br/3646026898257545

Toni Ferreira Montenegro: http://lattes.cnpq.br/9511215211920748

Ursula Adriane Lisboa: http://lattes.cnpq.br/6400200260353115

Vanize Caldeira Da Costa:  http://lattes.cnpq.br/0896935572244851

WORKING CORES

The working groups (or working cores) constitute academic units where members of the campus at the beginning of every year organize themselves to develop actions during the year towards specific spheres that encompass the complexity of socially relevant topics.

NAI:

NAI, International Actions Center, under the internationalization policy, aimed at expertise  exchange and student development to enhance their knowledge, proposes international agreements and partnerships, such as exchanges or foreign language courses. This center qualifies both students and staff for the international integration of the campus into international institutions and partnerships.

IFFar has partnerships with several foreign institutions, such as the Global Peace Foundation, an international NGO that promotes global peace and collaboration through interdisciplinary programs, such as Leap Hubs BR. This information is available on the official website of the IFFar.

Links: https://sites.google.com/iffarroupilha.edu.br/portal-nai/

https://www.iffarroupilha.edu.br/rela%C3%A7%C3%B5es-internacionais

NAPNE:

The Support Center for Individuals with Specific Educational Needs (NAPNE) plays a remarkable and positive role in the educational environment of IFFar Campus Uruguaiana School. Its presence reflects the institutional commitment to promoting inclusion and accessibility, ensuring equal opportunities for all students, regardless of their educational needs. NAPNE's performance at IFFar Campus Uruguaiana School encompasses multiple areas and aspects of school life. Key points stand out, such as physical accessibility, pedagogical support, curriculum adaptation, assistive technology, awareness and consciousness-raising, and psychosocial support.

Link: https://www.iffarroupilha.edu.br/component/k2/itemlist/tag/103-napne

NEABI:

It stands for "Afro-Brazilian and Indigenous Studies Center." It is a working group that aims at coordinating and promoting actions related to equity and the protection of the rights of ethnic individuals and groups affected by discriminatory acts, such as racism. It is composed of staff members and students of IFFAR (Federal Institute Farroupilha) and aims to promote studies and actions on the topic of ethnic-racial relations within the educational institution.

Link: https://www.iffarroupilha.edu.br/component/search/?searchword=NEABI&searchphrase=all&Itemid=0

NUGEDIS:

It stands for "Gender and Sexual Diversity Center." The purpose of this center is to develop policies, actions, and projects aimed at promoting respect and appreciation for all individuals. It provides a space for discussions, experiences, and reflections related to gender and sexual diversity issues.

Link: https://www.iffarroupilha.edu.br/component/search/?searchword=NUGEDI&searchphrase=all&Itemid=0

NUGEA:

It stands for "Environmental Management Center." Its purpose is to stimulate the discussion of environmental responsibility throughout the community of the Federal Institute Farroupilha (IFFar), aiming to incorporate these principles into academic education.

Link: https://www.iffarroupilha.edu.br/component/search/?searchword=NUGEA&searchphrase=all&Itemid=0