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This qualitative study inquired into the personal experience of three engineering professors and one associate dean who participated in an engineering education coalition—the Foundation Coalition—a National Science Foundation-funded project which attempted to reform undergraduate engineering curricula at six U.S. institutions of higher education. Through analysis of occupational life histories, and data from a larger study of curricular change processes, two dominant social narratives emerged. Cultural attributes of academia were conceptualized as a master narrative. The reform effort emerged as a counter-narrative by calling for a “culture change” in engineering education. I describe five areas where the counter-narrative challenged the master narrative: the rationale and need for educational change, the nature of faculty work, disciplinary relationships, relationships among faculty, and the incentive and reward system. The counter-narrative of reform promoted curricular and pedagogical change, more interdisciplinary and integrated foundations for engineering education, and encouraged partnerships and community over faculty isolation and autonomy. The counter-narrative challenged faculty complicity with the master narrative and offered alternative ways of viewing their role as faculty in higher education. The master and counter-narratives clashed over the nature of faculty work in research universities, fueling the ongoing debate about the relative value of research and teaching and the associated reward system. This study found that the four participants used different strategies to navigate the conflict between the two social narratives. One participant was informed by an ideal vision of engineering education, and never relinquished the quest for an opportunity to realize that vision. Another professor, energized by the collaborative environment created by the Coalition, continued to find creative avenues to partner with others to improve engineering education. A third participant worked, through compromise and accommodation, to craft an improved curriculum that worked within the local institutional culture. And finally, an associate dean, who rejected the duality of the master/counter-narrative worldview, reframed the reform effort by encouraging faculty working in educational change to view their work as scholarship. The findings from this study support faculty engagement in the scholarship of teaching and learning and encourage faculty developers to find ways of supporting faculty in that effort.

This qualitative study inquired into the personal experience of three engineering professors and one associate dean who participated in an engineering education coalition—the Foundation Coalition—a National Science Foundation-funded project which attempted to reform undergraduate engineering curricula at six U.S. institutions of higher education. Through analysis of occupational life histories, and data from a larger study of curricular change processes, two dominant social narratives emerged. Cultural attributes of academia were conceptualized as a master narrative. The reform effort emerged as a counter-narrative by calling for a “culture change” in engineering education. I describe five areas where the counter-narrative challenged the master narrative: the rationale and need for educational change, the nature of faculty work, disciplinary relationships, relationships among faculty, and the incentive and reward system. The counter-narrative of reform promoted curricular and pedagogical change, more interdisciplinary and integrated foundations for engineering education, and encouraged partnerships and community over faculty isolation and autonomy. The counter-narrative challenged faculty complicity with the master narrative and offered alternative ways of viewing their role as faculty in higher education. The master and counter-narratives clashed over the nature of faculty work in research universities, fueling the ongoing debate about the relative value of research and teaching and the associated reward system. This study found that the four participants used different strategies to navigate the conflict between the two social narratives. One participant was informed by an ideal vision of engineering education, and never relinquished the quest for an opportunity to realize that vision. Another professor, energized by the collaborative environment created by the Coalition, continued to find creative avenues to partner with others to improve engineering education. A third participant worked, through compromise and accommodation, to craft an improved curriculum that worked within the local institutional culture. And finally, an associate dean, who rejected the duality of the master/counter-narrative worldview, reframed the reform effort by encouraging faculty working in educational change to view their work as scholarship. The findings from this study support faculty engagement in the scholarship of teaching and learning and encourage faculty developers to find ways of supporting faculty in that effort.

Made available in DSpace on 2014-06-11T19:33:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2002Bitstream added on 2014-06-13T19:04:14Z : No. of bitstreams: 1 cyrino_eg_dr_botfm.pdf: 1051308 bytes, checksum: 43dc82ef9643c7314b55af43fb4c9550 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Um movimento amplo vem se estruturando para responder à formação de um médico crítico, criativo, com responsabilidade, ético e mais humano e que participe ativamente na construção do Sistema Único de Saúde. Em 1998, docentes dos Departamentos de Pediatria e de Saúde Pública iniciaram a construção de novos cursos a serem ministrados ao terceiro ano de graduação médica. O objetivo desta investigação foi descrever os casos de inovação dos cursos de Semiologia Pediátrica e de Saúde Coletiva III para o desenvolvimento da proposta de reforma curricular da instituição. Foram escolhidos dois casos singulares: Saúde Coletiva III, com a participação de cinco disciplinas: Administração, Ciências Sociais, Epidemiologia, Ética e Nutrição em Saúde Publica, oferecido em 1999 e Semiologia Pediátrica ministrado em 2000. Para descrição e avaliação dos casos, utilizaram-se de métodos quantitativos e qualitativos. O de Saúde Coletiva III foi organizado sob três núcleos temáticos: Problemas em Saúde Publica; Nutrição em Saúde Publica; Planejamento em Saúde. O modelo de ensino centrou-se na problematização de situações concretas vivenciadas na prática da Saúde Publica, trabalhando-se em centros de saúde, serviços e organizações de saúde da região de Botucatu. O de Semiologia Pediátrica privilegiou a atenção integral à saúde da criança. O modelo de ensino centrou-se na aprendizagem baseada em problemas e no aprendizado prático da semiologia pediátrica em diferentes cenários, enfatizando-se o ensino em ambulatório. Nos dois casos privilegiou-se o trabalho em pequenos grupos, com a orientação docente. A avaliação foi uma preocupação constante, apresentando aspectos diferentes para os dois cursos. Os cursos estudados inovaram pelo esforço de Departamentos que tiveram autonomia e independência para formulá-los... / Many projects and changes have been under way to add to the formation of a critical, creative, responsible, ethical and caring doctor who would be strongly participative in the consolidation of SUS (Unified Health System). In 1998, faculty members of the Pediatrics and Public Health Departments of Botucatu Medical School started planning new courses for the third year of Medical School. This work describes the innovations in the courses of Pediatric Semiology and Collective Health III aiming the curricular reform in the institution. Two particular cases were chosen: Collective Health III with five disciplines: Administration, Social Sciences, Epidemiology, Ethics and Nutrition in Public Health taught in 1999 and Pediatric Semiology in 2000. Quantitative and qualitative methods were used to describe and evaluate the cases. Collective Health covered tree themes: Problems in Public Health, Nutrition in Public Health and Planning in Health. The teaching model was centered on the inquiry of real situations routinely experienced in Health Centers and other Health Services in Botucatu and surrounding areas. Pediatric Semiology focused on full assistance to children. The teaching model adopted was Problem Based Learning and practical teaching of Pediatric Semiology in different scenarios, mainly in the outpatient department. Group work under professor guidance was encouraged in both cases. Constant evaluation was strongly valued presenting different aspects in these two courses. The innovation came as a result of the effort made by the departments who had autonomy to carry it out. The main goal was to realize and utilize the strategies that could offer a student-centered approach which would allow for more independence to build and increase his knowledge. As to Pediatrics, the model adopted was Comprehensive Medicine focused on child assistance... (Complete abstract, click electronic access below)

Orientador: Agueda Beatriz Pires Rizzato / Resumo: Um movimento amplo vem se estruturando para responder à formação de um médico crítico, criativo, com responsabilidade, ético e mais humano e que participe ativamente na construção do Sistema Único de Saúde. Em 1998, docentes dos Departamentos de Pediatria e de Saúde Pública iniciaram a construção de novos cursos a serem ministrados ao terceiro ano de graduação médica. O objetivo desta investigação foi descrever os casos de inovação dos cursos de Semiologia Pediátrica e de Saúde Coletiva III para o desenvolvimento da proposta de reforma curricular da instituição. Foram escolhidos dois casos singulares: Saúde Coletiva III, com a participação de cinco disciplinas: Administração, Ciências Sociais, Epidemiologia, Ética e Nutrição em Saúde Publica, oferecido em 1999 e Semiologia Pediátrica ministrado em 2000. Para descrição e avaliação dos casos, utilizaram-se de métodos quantitativos e qualitativos. O de Saúde Coletiva III foi organizado sob três núcleos temáticos: Problemas em Saúde Publica; Nutrição em Saúde Publica; Planejamento em Saúde. O modelo de ensino centrou-se na problematização de situações concretas vivenciadas na prática da Saúde Publica, trabalhando-se em centros de saúde, serviços e organizações de saúde da região de Botucatu. O de Semiologia Pediátrica privilegiou a atenção integral à saúde da criança. O modelo de ensino centrou-se na aprendizagem baseada em problemas e no aprendizado prático da semiologia pediátrica em diferentes cenários, enfatizando-se o ensino em ambulatório. Nos dois casos privilegiou-se o trabalho em pequenos grupos, com a orientação docente. A avaliação foi uma preocupação constante, apresentando aspectos diferentes para os dois cursos. Os cursos estudados inovaram pelo esforço de Departamentos que tiveram autonomia e independência para formulá-los... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Many projects and changes have been under way to add to the formation of a critical, creative, responsible, ethical and caring doctor who would be strongly participative in the consolidation of SUS (Unified Health System). In 1998, faculty members of the Pediatrics and Public Health Departments of Botucatu Medical School started planning new courses for the third year of Medical School. This work describes the innovations in the courses of Pediatric Semiology and Collective Health III aiming the curricular reform in the institution. Two particular cases were chosen: Collective Health III with five disciplines: Administration, Social Sciences, Epidemiology, Ethics and Nutrition in Public Health taught in 1999 and Pediatric Semiology in 2000. Quantitative and qualitative methods were used to describe and evaluate the cases. Collective Health covered tree themes: Problems in Public Health, Nutrition in Public Health and Planning in Health. The teaching model was centered on the inquiry of real situations routinely experienced in Health Centers and other Health Services in Botucatu and surrounding areas. Pediatric Semiology focused on full assistance to children. The teaching model adopted was Problem Based Learning and practical teaching of Pediatric Semiology in different scenarios, mainly in the outpatient department. Group work under professor guidance was encouraged in both cases. Constant evaluation was strongly valued presenting different aspects in these two courses. The innovation came as a result of the effort made by the departments who had autonomy to carry it out. The main goal was to realize and utilize the strategies that could offer a student-centered approach which would allow for more independence to build and increase his knowledge. As to Pediatrics, the model adopted was Comprehensive Medicine focused on child assistance... (Complete abstract, click electronic access below) / Doutor

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-10T17:52:05Z No. of bitstreams: 1 Rejane Conceição Silveira da Silva.pdf: 949454 bytes, checksum: b2569ae932800033c4dee4ce91f02a9a (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-29T18:38:35Z (GMT) No. of bitstreams: 1 Rejane Conceição Silveira da Silva.pdf: 949454 bytes, checksum: b2569ae932800033c4dee4ce91f02a9a (MD5) / Made available in DSpace on 2015-04-29T18:38:35Z (GMT). No. of bitstreams: 1 Rejane Conceição Silveira da Silva.pdf: 949454 bytes, checksum: b2569ae932800033c4dee4ce91f02a9a (MD5) Previous issue date: 2013 / O Brasil nas últimas décadas tem passado por reformas que pretendem melhorar a qualidade da educação. A partir da promulgação da Lei de Diretrizes e Bases da Educação Nacional (LDB), em 1996, o Ensino Médio passa a ser a etapa final da Educação Básica (art. 35), sendo definido como a conclusão de um período de escolarização de caráter geral, ou seja, como parte de um nível de escolarização que tem por finalidade o desenvolvimento do indivíduo, assegurando-lhe a formação comum indispensável para o exercício da cidadania e fornecendo-lhe os meios para progredir no trabalho e em estudos posteriores (art. 22). Nesse sentido, o projeto da reforma busca adequar o currículo dessa etapa de ensino às novas condições sociais, econômicas e culturais impostas pela sociedade tecnológica, promovendo uma nova visão de ensino que atenda aos interesses dos adolescentes e jovens. Compreendendo a importância desse processo e conscientes do papel que o professor desempenha na construção das mudanças, através de uma pesquisa de abordagem qualitativa, buscamos investigar como os docentes de Matemática do Ensino Médio percebem e vivenciam as propostas da reforma iniciada na década de 1990 para esse nível de ensino. Para tanto, foram realizadas entrevistas semiestruturadas com dez professores de Matemática que atuam no Ensino Médio da rede pública e/ou privada do município de Rio Grande, estado do Rio Grande do Sul. Como método para análise dos dados coletados, utilizamos a Análise Textual Discursiva (ATD) proposta por Moraes e Galiazzi (2007), a qual nos permitiu obter como resultado duas categorias emergentes: (1) as implicações da formação docente, estrutura organizacional e valorização da educação no contexto da reforma, e (2) as concepções dos docentes sobre o Ensino Médio e os desafios de ensinar Matemática. Tais categorias foram discutidas pela interlocução entre a pesquisadora, as falas dos sujeitos e os teóricos que dialogam sobre esses conceitos. A pesquisa mostra que a reforma é ampla e complexa, necessitando de mudanças estruturais, valorização da profissão docente e de políticas de formação de professores que os capacitem para enfrentar as novas e diversificadas tarefas que lhe são atribuídas e também aponta a questão do tempo para sua discussão e o sentimento de solidão manifestado pelos docentes. No Ensino Médio, um dos grandes desafios é estabelecer sua identidade, completando a escolaridade básica necessária a todos os cidadãos e, especialmente, na área da Matemática, fica evidente repensar a formação docente além da visão do especialista para enfrentar os desafios das novas propostas curriculares. / In recent decades Brazil has undergone reforms aimed to improve educational quality. Since the promulgation of the Law of Guidelines and Bases of National Education (LDB) in 1996, the High School became the final step of Basic Education (art. 35), defined as the completion of a period of general education, i.e. as part of an educational level aimed at developing the individual, ensuring one‟s indispensable training for exercising citizenship and providing one with the means to advance at work and subsequent studies (art. 22). Thus the reform seeks to adapt the curriculum of this educational level to the new social, economic and cultural conditions imposed by technological society, promoting a new vision of education which meets the interests of adolescents and youth. Understanding the importance of such a process and aware of the role played by teachers in the construction of changes, a qualitative study was carried out to investigate how High School Mathematics teachers perceive and experience the reform proposals initiated in 1990s to this educational level. Semi-structured interviews were conducted with ten Mathematics teachers who work at public and/or private High Schools in Rio Grande, Rio Grande do Sul. Discourse Textual Analysis was used for data analysis as proposed by Moraes and Galiazzi (2007), resulting in two emerging categories: (1) the implications of teacher education, organizational structure and enhancement of education in the reform context, and (2) ideas of teachers on the High School and challenges of teaching Mathematics. These categories were discussed by dialogues between the researcher, the teachers and the theoretical literature on these concepts. This study showed that the reform is broad, complex, and requires structural changes, appreciation of the teaching profession and teacher training policies that enable them to cope with new and diverse tasks assigned to them and also points to the issue of time for discussion and the feeling of solitude expressed by the teachers. In High School, one of the major challenges is to establish an identity, completing the required Basic Education to all citizens. In Mathematics there is the need to rethink teacher education in order to meet the challenges of the new curriculum proposals, going beyond the vision of teachers as experts.

Thesis on Reflection opinions of management schools in the development of the education system in the Czech Republic traces the development of Czech education from the perspective of headmasters of primary and nursery schools in Prague 8, who manages the school with legal personality. It deals with the major determinants moments - social transformation, economic reform, curriculum reform, legislative changes that affected the environment of Czech education over more than twenty years. Detailed mapping the environment through competence and responsibility, opinions, attitudes and actions insight into six areas - personal characteristics of school principals, education reform, curriculum reform, school culture and school cooperation with parents and pupils, the area professionally - personal development directors from the perspective of moral dilemmas that accompanied the work of directors for more than twenty years. KEYWORDS: Director, legal personality, curricular reform, curriculum, competence, responsibility

O estado de São Paulo propôs uma reformulação de seu currículo em 2008, que vigora até o presente. Ele vem substituir a proposta curricular dos anos 80, após reformulações nacionais como a LDB de 1996, os Parâmetros Curriculares e o ENEM de 1998, o presente trabalho tem por objetivo a construção de uma história deste currículo de São Paulo, suas influências e objetivos, a partir do depoimento de um dos seus autores principais. Para a elaboração desse trabalho, utilizamos a metodologia da História Oral, aplicada em uma entrevista com o coordenador da área de matemática em 2008, Prof. Dr. Nilson José Machado. Por meio dessa voz, pudemos ampliar uma visão do documento que não se apresentava explicitamente nos textos disponíveis. Estudando as teorias curriculares pudemos entender como um currículo pode ser elaborado, como os conteúdos são distribuídos e quais fatores são relevantes na escolha destes conteúdos em Matemática. Como suporte teórico, utilizamos os textos de Sacristán (2000), Silva (2002) e Lopes (2011) para orientações históricas e conceituais no campo do currículo. Em Lima (2012) encontramos conhecimentos necessários sobre a utilização do recurso da História Oral e sua importância. Em Godoy (2011), Machado (2011), Pires (2008, 2013) estudamos influências e contribuições para constituição de um currículo em Matemática. Estudamos documentos oficiais do estado (Proposta Curricular de 2008) e da federação (LDB, PCN, ENEM, BNCC). Pudemos concluir a respeito da proposta curricular, seus objetivos, ideais e as dificuldades de sua implementação. Contribuímos, assim, para refletir sobre os dias atuais, em que propostas curriculares são apresentadas nacionalmente aparentemente sem levar em conta o que já se pratica em diversos estados, como é o caso de São Paulo. / The state of São Paulo proposed a reformulation of its curriculum in 2008, which is still in force. It replaces the curricular proposal of the 1980s, after national reformulations such as the LDB of 1996, the Curricular Parameters and the ENEM of 1998, this paper aims to build a history of this curriculum of São Paulo, its influences and objectives, from the testimony of one of its main authors. For the elaboration of this work, we used the methodology of Oral History, applied in an interview with the coordinator of the area of mathematics in 2008, Prof. Dr. Nilson José Machado. Through this voice, we were able to expand a vision of the document that was not explicitly presented in the available texts. By studying the curricular theories we could understand how a curriculum can be elaborated, how the contents are distributed and what factors are relevant in the choice of these contents in Mathematics. As a theoretical support we use the texts of Sacristán (2000), Silva (2002) and Lopes (2011) for historical and conceptual orientations in the field of curriculum. In Lima (2012) we find necessary knowledge about the use of Oral History and its importance. In Godoy (2011), Machado (2011), Pires (2008, 2013) we study influences and contributions for the constitution of a curriculum in Mathematics. We studied official documents of the state (Curricular Proposal of 2008) and the federation (LDB, PCN, ENEM, BNCC). We could conclude about the curricular proposal, its objectives, ideals and the difficulties of its implementation. We thus contribute to reflect on the present day, in which curricular proposals are presented nationally apparently without taking into account what is already practiced in several states, as is the case of São Paulo.

Made available in DSpace on 2016-04-29T14:22:50Z (GMT). No. of bitstreams: 1 Marlon Dourado de Azevedo.pdf: 573070 bytes, checksum: fc9080404396725356293b9c436d3c47 (MD5) Previous issue date: 2010-11-12 / Medical training involves a series of adaptations to attend the new demands of health in Brazil, as recommended by Conselho Federal de Medicina, and Faculdade de Medicina da PUC-SP through his PPI. This exploratory study is positioned within these changes to show the influence exercised by technologies in training of new doctors. The telematics, medical informatics, telemedicine, the Internet are presented as tools that allow the creation of scenarios that aid in the construction of knowledge, and they stand out like forts allied in this process of transformation of this knowledge society. The context of this research occurs in the ambient of transformation of the Faculdade de Medicina da PUC-SP, through an analysis of its curriculum reform and technological environments of the University. The result shows that the use of technologies is still done in a shy way, but with great perspectives to explore the opportunities presented / A formação médica passa por uma série de adequações para atender às novas demandas da saúde no Brasil, conforme preconiza o Conselho Federal de Medicina, e a Faculdade de Medicina da PUC-SP através do seu PPI. Esse estudo exploratório se posiciona dentro destas mudanças para mostrar a influência exercida pelas tecnologias na formação dos novos médicos. A telemática, a informática médica, a Telemedicina, a Internet, são apresentadas como ferramentas que possibilitam a criação de cenários que auxiliam na construção do conhecimento, e se destacam como fortes aliados no processo de transformação da sociedade do conhecimento. A contextualização desta pesquisa ocorre no ambiente de transformação da Faculdade de Medicina da PUC-SP, por meio de uma análise da sua reforma curricular e dos ambientes tecnológicos da Universidade. O resultado mostra que o uso das tecnologias ainda é feito de uma forma tímida, mas com grandes perspectivas de exploração das potencialidades apresentadas

Made available in DSpace on 2015-12-06T23:44:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2006 / O estudo buscou articular a interdisciplinaridade com o cenário da educação em saúde, em especial com o da odontologia. A base teórica da pesquisa foi montada em cinco eixos: histórico das mudanças curriculares e das leis educacionais do Brasil; histórico da interdisciplinaridade; conceitos da interdisciplinaridade; interdisciplinaridade em saúde e interdisciplinaridade e currículo. O objetivo da pesquisa foi investigar o enfoque interdisciplinar nas escolas de odontologia no Estado de São Paulo. Trata-se de um estudo descritivo e procedeu-se a uma coleta de dados quantitativos e qualitativos com aplicação de questionário e entrevista semi-estruturada. Para análise dos dados adotou-se a análise de conteúdo para as questões abertas do questionário e da entrevista, agrupadas em categorias e para as questões fechadas dos questionários foi feita uma análise quantitativa nas dimensões de freqüência e percentual de respostas. Os dados foram analisados a partir dos seguintes tópicos orientadores: perfil das instituições; perfil dos sujeitos; mudanças curriculares; práticas interdisciplinares e conceitos da interdisciplinaridade. Foram enviados questionários para 39 sujeitos, dos quais 89,7% responderam à pesquisa. Fizeram parte deste estudo 35 faculdades de odontologia do Estado de São Paulo, das quais 25 eram privadas, sete públicas estaduais, duas autarquias municipais e uma era fundação municipal. Identificou-se o perfil dos diretores/coordenadores que, na sua maioria era do sexo masculino, com a média de idade de 50,8 anos e a maioria trabalhava em regime de tempo integral ou de dedicação exclusiva. O tempo de docência era predominantemente acima de dez anos e quase todos coordenadores têm o titulo de doutor. A grande maioria (88,6%) respondeu que ocorreram mudanças curriculares nos últimos anos nas suas Instituições. Os dados mostraram que a maioria dessas mudanças estava diretamente relacionada com as Diretrizes Curriculares para os cursos de graduação em Odontologia. Os sujeitos consideraram a clínica integrada como a principal atividade interdisciplinar. Quase todos entrevistados acreditam que a interdisciplinaridade tem mais pontos positivos que negativos. Sobre as dificuldades da implantação da interdisciplinaridade a maioria disse ter problemas com o corpo docente em relação a sua formação, autoritarismo e desconhecimento sobre abordagens interdisciplinar. Os dados analisados apontaram uma diversidade e dificuldade de conceituação da interdisciplinaridade pelos coordenadores. Conclui-se que a interdisciplinaridade apesar de fundamental na implantação das Diretrizes Curriculares para os cursos de graduação em Odontologia é uma abordagem que está em construção. / The present study aimed to investigate the interdisciplinary approach at Dental Schools of São Paulo State, Brazil, and to discuss the use of interdisciplinarity in dental education experiences. Five cornerstones constituted the theoretical basis of this research: history of curricular changes and educational legislation in Brazil; history of interdisciplinarity; conceptions of interdisciplinarity; interdisciplinarity in health sciences, and interdisciplinarity and curricula. This descriptive study was based on quantitative and qualitative data which were obtained by means of a questionnaire and semi-structured interviews. Data from answers to open questions in the questionnaire and from the interviews were analyzed by content analysis and, were grouped into categories; data obtained through the answers to closed questions were quantitatively analyzed by frequency and percentiles. Discussion was guided by five headings: features of the schools; profile of subjects; curricular changes; interdisciplinary practices, and conceptions of interdisciplinarity. 35 Dental Schools, all from São Paulo State, were selected: 25 of them are private institutions; 7 are public, (State iniversities); 2 are public (county) and 1 is a county foundation. Questionnaires were sent to 39 members of Boards of Education of these Schools, and 89.7% of them sent their answers. Profiles revealed that the majority of Board of Education chairmen were males, with mean age of 50,8 years, and most of them worked full-time. Most of them worked as Professors for more than 10 years, and also attained PhDs. According to 88.6% of them, there were curricular changes at their Schools during the last years. Data showed that most of these changes were directly related to the Brazilian Curricular Policy, established for Dental graduation. The subjects considered integrated clinics to be the major interdisciplinar activity. Almost all of the subjects believe that interdisciplinarity has more advantages than disadvantages. Regarding the introduction and establishment of interdisciplinarity, most of the subjects mentioned objections raised by the teachers, because of their graduation, authoritarism, and lack of knowledge on interdisciplinarity. Data also suggested the existence of different conceptions of interdisciplinarity among subjects. Although essential on establishing the Curricular Policy for Dental graduation, Interdisciplinarity is still a resource under construction. / BV UNIFESP: Teses e dissertações