Resumo Doenças sexualmente transmissíveis (DST) são a principal causa global de doença aguda e morte e representam elevado custo socioeconômico. Universitários são altamente expostos. A pesquisa desenvolvida na Unicamp teve como objetivo quantificar e gerar autopercepção do (des)conhecimento sobre as DST, além de avaliar o interesse em uma disciplina sobre o tema. O instrumento de coleta de dados foi o questionário enviado eletronicamente aos graduandos do final de 2011 e aos alunos recém-ingressos em 2012. Responderam o questionário 1.448 veteranos e 371 calouros. Não tinham tido atividade sexual 20% dos veteranos e 38% dos calouros. Dos alunos que já haviam tido, 26,9% não tinham parceria fixa e 28,2%, mais que duas parcerias/ano. O preservativo foi usado por 99% dos alunos, mas menos de 20% deles faziam uso adequado. Cerca de 80% não sabiam que o preservativo não protege fora da área de barreira; pretendiam ler mais sobre DST e aprenderam algo sobre o assunto. Quase a metade julgou que uma disciplina deveria ser oferecida a todos os graduandos. Estes dados serão úteis para definir estratégias de prevenção e o instrumento didático poderá ser utilizado em outros ambientes de ensino.

Abstract Sexually transmitted diseases (STDs) are the main global cause of acute illness and death and represent a high socioeconomic cost. Undergraduate students are highly exposed to STDs. The research developed at UNICAMP sought to quantify and generate self-perception of knowledge(or lack thereof) about STDs, as well as evaluate the interest of the students in a course on the topic. The data collection instrument was a questionnaire sent electronically to students about to graduate at the end of 2011 and to freshmen in 2012. The questionnaire was answered by 1,448 seniors and 371 freshmen. Twenty percent of seniors and 38% of freshmen had no sexual activity. Among sexually active students, 26.9% had no regular partner and 28.2% more than two partners per year. The condom was used by 99% of students, but less than 20% used them appropriately. About 80% were unaware that condoms do not provide protection outside the barrier area; they intended to read more about STDs and learnt something about the subject. Nearly half of the students considered that a course should be offered to all undergraduates. These findings will be of use in defining strategies for prevention and the teaching tool could be used in other learning environments.

Resumo Doenças sexualmente transmissíveis (DST) são a principal causa global de doença aguda e morte e representam elevado custo socioeconômico. Universitários são altamente expostos. A pesquisa desenvolvida na Unicamp teve como objetivo quantificar e gerar autopercepção do (des)conhecimento sobre as DST, além de avaliar o interesse em uma disciplina sobre o tema. O instrumento de coleta de dados foi o questionário enviado eletronicamente aos graduandos do final de 2011 e aos alunos recém-ingressos em 2012. Responderam o questionário 1.448 veteranos e 371 calouros. Não tinham tido atividade sexual 20% dos veteranos e 38% dos calouros. Dos alunos que já haviam tido, 26,9% não tinham parceria fixa e 28,2%, mais que duas parcerias/ano. O preservativo foi usado por 99% dos alunos, mas menos de 20% deles faziam uso adequado. Cerca de 80% não sabiam que o preservativo não protege fora da área de barreira; pretendiam ler mais sobre DST e aprenderam algo sobre o assunto. Quase a metade julgou que uma disciplina deveria ser oferecida a todos os graduandos. Estes dados serão úteis para definir estratégias de prevenção e o instrumento didático poderá ser utilizado em outros ambientes de ensino.

Abstract Sexually transmitted diseases (STDs) are the main global cause of acute illness and death and represent a high socioeconomic cost. Undergraduate students are highly exposed to STDs. The research developed at UNICAMP sought to quantify and generate self-perception of knowledge(or lack thereof) about STDs, as well as evaluate the interest of the students in a course on the topic. The data collection instrument was a questionnaire sent electronically to students about to graduate at the end of 2011 and to freshmen in 2012. The questionnaire was answered by 1,448 seniors and 371 freshmen. Twenty percent of seniors and 38% of freshmen had no sexual activity. Among sexually active students, 26.9% had no regular partner and 28.2% more than two partners per year. The condom was used by 99% of students, but less than 20% used them appropriately. About 80% were unaware that condoms do not provide protection outside the barrier area; they intended to read more about STDs and learnt something about the subject. Nearly half of the students considered that a course should be offered to all undergraduates. These findings will be of use in defining strategies for prevention and the teaching tool could be used in other learning environments.

AbstractBACKGROUND:Some research indicates that physicians do not dominate the expected dermatological content for the proper exercise of the profession. This fact compromises their diagnostic and therapeutic performance, generating unnecessary costs.OBJECTIVE:The aim of this study was to evaluate the relevance of Dermatology and the knowledge acquired in the specialty during the undergraduate course in clinical practice of graduates at the State University of Campinas Medical School (FCM/UNICAMP).METHOD:A questionnaire with 22 closed questions and two open ones was electronically sent to physicians who had graduated more than 10 years ago and others for less than 10 years. In the first group, physicians were trained by the same curriculum and in the second group there were subjects trained by the old and the new curriculum.RESULTS:Of the 126 respondents, 83% had completed a specialization course. Among all, 82% did not study dermatology after graduation. The majority considered that Dermatology has high relevance in clinical practice, regardless of the group. There was a statistically significant difference between non-dermatologist doctors graduated for more than 10 years and those graduated for less than 10 years regarding confidence about lesion diagnosis, diagnostic investigation and treatment of skin diseases. Physicians who have graduated for a longer time feel more insecure in relation to patients with dermatoses. Concerning contributions offered by graduation program completion they prioritized outpatient care, ability to diagnose, knowledge of pathology, research and knowledge of lesions.CONCLUSION:This study has shown that Dermatology is relevant in medical practice and more recent graduates from the FCM/UNICAMP feel less insecure when treating a patient with dermatoses.

This article founded on documental analysis as well as on analysis of the literature in the field, addresses the issue of non-neutrality of quality assessment; it discusses dimensions of the quality concept, identifies factors that contribute to the non-neutrality of quality in reference to universities. It emphasizes that the benchmarks that are considered valuable to the evaluator (reference model), give different characteristics to the institutional and program evaluation models for higher education, making reference to the cases of Colombia, Argentina and Brazil and discusses the different implications of its operation. It is inferred that what contributes to the non-neutrality of quality assessment are: the conceptual emphasis on one or on several quality dimensions, the purpose of the evaluator, which determines the quality benchmarks he uses, and the demands for quality which are endogenous or exogenous to the institution, program or system that is under evaluation.

En este artículo en base al análisis documental y de la literatura del área se aborda el tema de la no neutralidad de la evaluación de la calidad, se exploran dimensiones en el concepto de calidad proponiendo un modelo comprensivo, se identifican factores que contribuyen a la no neutralidad del concepto en referencia a las instituciones universitarias. Se enfatiza en que los elementos de referencia considerados valiosos para el evaluador (modelo de referencia) comunican características diferenciales a los modelos de evaluación institucional y de programas para educación superior haciendo mención a los casos de Colombia, Argentina y Brasil y se analizan las diversas implicancias en su funcionamiento. Se infiere que contribuyen a la no neutralidad de la evaluación de la calidad: el énfasis conceptual en alguna o algunas dimensiones de la calidad, el propósito que es de interés del evaluador, el cual determina el referente de calidad a utilizar, y las demandas de calidad endógenas y exógenas a la institución, programa o sistema que es objeto de evaluación.

Analisamos neste artigo o surgimento da universidade denominada "moderna", as funções e papéis a ela atribuídos ou dela esperados, a crise desse modelo nos tempos atuais e alguns dos elementos que estão caracterizando a universidade contemporânea. A instituição que se constituiu como "universidade moderna" teve origem na organização da Universidade de Berlim, em 1808. Passados dois séculos, podemos afirmar que as formulações de Humboldt, bem como seus pressupostos mais gerais, são ainda tomadas como relevantes. No entanto, seus princípios têm sido negligenciados ou substituídos por outros menos nobres. Na atualidade, que podemos caracterizar como sendo um período denominado pós-moderno, discute-se um novo projeto para a universidade que possa lhe permitir continuar sendo uma importante instituição do tempo presente.

This article analyses the emergence of the modern university, the roles attributed to or expected from it, the crisis of this model in current times and some of the elements that characterize the contemporary university. The institution that was constituted as the "modern university" has its origin in the organization of the University of Berlin, in 1808. After two centuries, we can affirm that the formulations of Humboldt, as well as its more general presuppositions, are still relevant. However, its principles have been neglected or substituted for less noble ones. Presently, a period which we can characterize as post-modern, a new project for the university has to be discussed in order for it to continue to be an important institution for our time.

This article offers an analysis of the changes experienced within the production of knowledge on new bases which differ from the current paradigms of modernity, and their consequence on university and the university curriculum. These conclusions are the results of a theoretical research developed by the UNICAMP's Group of Studies and Research about Higher Education (Brazil), in which they argue about the new principles, concepts and visions which, since they belong to another epistemology, influence significantly the way to approach the university curriculum. The author also analyzes the relationship between the modern university and its epistemological foundations and how the transformations within those bases have affected the curriculum related matters of the universities.

El artículo pone a discusión un análisis de los cambios en la producción de conocimiento con nuevas bases, distintas a las trazadas por los paradigmas de la modernidad, y sus consecuencias para la universidad y el currículo universitario. Éste es el fruto de investigación teórica desarrollada por el Grupo de Estudios e Investigación sobre Educación Superior de la Facultad de Educación de UNICAMP, Brasil, y discute los nuevos principios, conceptos y visiones que, por estar estructurados por otra epistemología, influyen enormemente en la forma de abordar el conocimiento en el currículo universitario. Se analiza la relación de la universidad moderna en su base epistemológica y cómo los cambios en esta base han afectado las cuestiones curriculares de la universidad.