UPF completes 50 years of history in 2018 and has its actions guided and supported by four pillars: teaching, research, extension and technological innovation. During these five decades, it trained more than 75,000 professionals
UPF’s tradition and the quality of teaching offered make it a reference in higher education in Rio Grande do Sul and in the southern region of Brazil.

This recognition is a result of good evaluations received from both the Ministry of Education (MEC) and bodies that promote unofficial evaluations, such as the newspaper Folha de São Paulo and Editora Abril.

The indicators listed below are the result of the serious and committed work of the entire academic community since 1968.

Mission

To produce and disseminate knowledge that promotes the improvement of the quality of life and to train competent citizens, with a critical, ethical and humanist posture, prepared to act as agents of transformation.

Vision

To consolidate itself as a regional community, non-state public university, of excellence, through the recognition of its quality, academic values, its social commitment and its innovative and sustainable actions.

Values

– Commitment to regional development;

– Respect for identity, diversity and equity;

– Commitment to academic quality and sustainability;

– Collegial and planned management;

– Inter and multidisciplinarity;

– Indissociability between teaching, research and extension;

– Didactic-scientific autonomy;

– Innovation and responsibility;

– Justice, ethics and citizenship.

Mission

Produce, disseminate and share knowledge and technologies aimed at strengthening and consolidating the Unified Health System (SUS) and contributing to the promotion of the health and quality of life of the Brazilian population, to reduce social inequalities and to the dynamics the defense of the right to health and broad citizenship as core values. (Approved at the VI Internal Congress)

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To be a public and strategic health institution, recognized by Brazilian society and other countries for its ability to put science, technology, innovation, education and the technological production of services and strategic inputs for the promotion of population health, reduction of social inequalities and inequities, consolidation and strengthening of SUS, elaboration and improvement of public health policies. (Approved at the VI Internal Congress)

Values

The values ​​of Fiocruz, based on the relevance of the performance of the organization to the society, are the foundations of attitudes, behaviors and characteristics that configure the essential doctrine of the organization. Foundation values ​​are:

1 – Institutional commitment with the public and state character.
2 – Science and innovation as the basis of socioeconomic development and health promotion.
3 – Ethics and transparency.
4 – Cooperation and integration.
5 – Ethnic, gender and socio-cultural diversity.
6 – Valorization of workers, students and employees.
7 – Quality and excellence.
8 – Reducing iniquities.
9 – Commitment to the main goals of social transformation of the Brazilian State.
10 – Social and environmental commitment.
11 – Participatory democracy.
12 – Democratization of knowledge.
13 – Education as an emancipatory process.

The Federal University of Itajubá – UNIFEI, founded on November 23, 1913, under the name of the Electrotechnical and Mechanical Institute of Itajubá – IEMI, was the tenth Engineering School to be installed in Brazil on the personal initiative of lawyer Theodomiro Carneiro Santiago.

Since then, IEMI has excelled in the training of professionals specialized in energy systems, notably in the generation, transmission and distribution of electricity.

The Institute was officially recognized by the Federal Government on January 5, 1917. The course initially lasted for three years and lasted for four years in 1923 and in 1936 was reformulated and assimilated to that of the Rio Polytechnic School January and having the name of the institution changed to Instituto Eletrotécnico de Itajubá – IEI on March 15 of that same year. On January 30, 56, the IEI was federalized.

Its denomination was changed on April 16, 1968 to Federal School of Engineering of Itajubá – EFEI. The competence and renown gained in more areas of action led to the unfolding of its original course in independent courses in Electrical Engineering and Mechanical Engineering, with special emphasis on the emphasis of Electrotechnics and Full Mechanics. He began his postgraduate courses in 1968 with master’s degrees in Electrical, Mechanical and Biomedical Engineering, the latter being subsequently discontinued. In response to the evolution of technology and the expansion of the new areas covered by Engineering, UNIFEI expanded its emphasis in 1980, including Production in the Mechanical Engineering course and Electronics in Electric Engineering.

Continuing a policy of expansion capable of offering a broader and diversified service to the national and, above all, regional demand for the training of professionals in the technological area, the institution started with the attempt to become a Specialized University in the Technological area – UNIFEI, academic modality provided for in the new Law of Directives and Basis of National Education – LDB. This goal began to materialize from 1998 with the expansion of undergraduate courses by taking a jump from two to nine courses, through the approval of seven new ones with the proper authorization of the National Education Council (CNE).

Subsequently, two new undergraduate courses were implemented – Physics Bachelor and Physics Degree. The execution of the transformation project at the University was given on April 24, 2002, through the enactment of Law No. 10,435, by the President of the Republic, Fernando Henrique Cardoso.

The daring and enterprising spirit of its founder, Theodomiro Carneiro Santiago, made the institution its bases consolidated in the training of professionals who put their hands on the masses, through a permanent posture of inquiry and research. With the same boldness of the founder, the institution assumes its role in the formation, generation and application of technology with eminently social responsibility within a context that has become regional and that is extended to the strong international insertion, through its linked academic projects the socio-economic needs of the globalized world. In addition, UNIFEI has imbued in its mission the training of citizens committed to the generation and dissemination of knowledge that contribute to the effective quality of life of local, regional and national society.

The success of the Maria Milza Educational Center led to the creation, on March 18, 2004, of the Maria Milza Faculty, with three undergraduate courses: nursing, normal higher education (pedagogy) and geography.

Today, FAMAM has undergraduate, postgraduate, masters, over 1500 students and a team of 250 employees, including professors and administrative technicians. Located on Highway BR-101 – Km 215 in the municipality of Governador Mangabeira, Bahia. With a new Campus, in an area of 200 thousand m², one of the most modern in the interior of the state, with large classrooms, computer lab and research, secretarial, administrative, student service, reprography, library, cafeteria, rooms of teachers and coordinators. In addition, we have a large cultural space, located in the municipality of Cruz das Almas, with three swimming pools, poly-sports court and leisure room.

Mission
FAMAM is guided by guiding principles such as equality, quality, democratic management, freedom and valorization of the teaching profession. Based on this institutional mission and in view of the aforementioned principles, the institutional references were constructed: the ethical-political, epistemological-educational and technical referential.

These benchmarks are fundamental to consolidate social, political and economic responsibility. FAMAM is part of a region with low human development – HDI, which needs urgent action to change its secular social reality.

There are many problems that the Bahian recôncavo still presents today in the field of education and skilled labor. Thus, we will be guided by an interrelationship of knowledges whose purpose is to try to minimize the problems that are still a hindrance to regional progress. In this way, in fulfilling this mission, we will be interfering or implying in the economic, cultural, social and political future of the region