Presentation

The Postgraduate Program in Dental Sciences has six Areas of Concentration:

  1. Buco Maxillofacial Surgery and Traumatology
  2. Forensic Dentistry and Collective Health
  3. Pediatric Dentistry and Orthodontics
  4. Oral and Maxillofacial Pathology and Special Patients
  5. Periodontics
  6. Oral Rehabilitation

General Objectives

The Postgraduate Program in Dental Sciences aims to train masters and doctors who have, in common: responsibility and ethical performance in teaching and conducting research; have mastered the conceptual and technological procedures for the quality exercise of higher teaching and are grounded in research methodology subsidized by relevant basic knowledge.

In both the masters and doctorate courses, students should build on common learning in their chosen area of ​​concentration so as to properly and competently locate the teaching-learning, plan-making and research-carrying out actions, and finally his/her publication and participation in the scientific, university and professional community.

The Master’s degree is significantly focused on the education of the teacher and the researcher, being linked to the graduation of FOUSP through the disciplines pertinent to each area of ​​concentration, while the Doctorate seeks the improvement and excellence in the scientific production of common and specific dental knowledge of the area; concentration training with orientation training associated with undergraduate programs.

History

Since the implementation, 34 years ago, of the first Postgraduate Program at the School of Dentistry of the University of São Paulo (FOUSP), this teaching and research unit has qualified, among masters and doctors, about 3,283 dental surgeons.

Due to being one of the pioneer units in teaching and research in dentistry in Brazil, FOUSP in its more than 115 years of activities has always been the target of great interest for learning and research.

Thus, in the sum of its history it has already trained more than 8000 dental surgeons and, has already reported, about 2000 sensu stricto postgraduates.

Part of these postgraduates, Masters and Doctors, came to FOUSP from other public dental schools both state and federal; and more recently, from private-sector entities, notably the demand from Latin American dentists.

Most of the graduates of FOUSP’s postgraduate programs (sensu stricto), distributed throughout Brazil and abroad continuing their teaching and research activities, part of them coordinating undergraduate and graduate programs at their home units.

The Graduate Program in Dental Sciences integrates five areas of clinical application and one of social character, in order to match the flow and interest of all the Concentration Areas involved, allowing substantially more than the minimum of 8 accredited counselors with the possibility of dedicating 30% of their workload to the Graduate Program.

The program has a core of twelve subjects from which master’s and doctoral students must select at least 12 and 9 credits respectively, essential for the training of all students in preparation to enroll and participate in the Program of Improvement of Education (PAE) and, as they are compulsory in the first enrollment period, it will allow students to formulate their research projects to undergo the Qualification Exam.

The Program strongly recommends and its structure allows students in one Area of Concentration to fulfill credits in another Area of Concentration. This will shorten the time required to obtain credits in disciplines, anticipate the moment of qualification, provide adequate interdisciplinarity and expand the dedication to the development of research projects, resulting in a qualitative and quantitative increase in intellectual production.

Another important aspect of the Dental Science Program is its integration with the undergraduate degree. In teaching-learning activities, greater emphasis will be given to the formation of the future teacher (Master) with programmed pedagogical actions, stipulated and supervised by teachers; and, even greater emphasis will be given to the Doctorate (training of researchers), necessarily linking the doctoral student and his advisor to Scientific Initiation Projects (I.C.). So much so that each doctoral level accredited advisor will, according to the Program Regulations, have the obligation to develop at least one project of I.C. (preferably funded by a funding agency), linking their advisees.

From the point of view of intellectual production, the student will only be allowed to request the composition of Examining Board for the defense of Theses or Dissertations after proof of submission for publication, in a journal listed in Qualis CAPES, of at least one complete work performed in conjunction with the advisor during the program development period (maximum of 22 months for the Master and 42 for the Doctorate), as well as proof (also in a journal listed in Qualis CAPES) of submission for publication, in full paper, of the resulting from Dissertations or Theses. Failure to do so will result in exclusion from the Program, except for extraordinary situations to be judged by the Graduate Commission.

In addition, the adequacy of the research lines, the rethinking of the disciplines of each Concentration Area, the previous analysis of the intellectual production of the selected faculty-advisors, linking them to the Fundamental Area or to one of the Concentration Areas, allows us to observe the coherence and the effort to better qualify the project, without giving up collaborating teachers in the development of disciplines and occasional advisor.

Thus, teachers participating in the core faculty (NRD) are responsible for lines and projects of research, guidance and teaching of subjects, provided they have sufficient intellectual production in the last 5 years. Other teachers, although they may have recognized knowledge and qualification, but do not exhibit compatible intellectual production, will be only and only accredited as teaching teachers or participants in subjects.

Skip to content