At Facens University Center, we believe in the importance of ensuring equal opportunities for all people—regardless of gender, color, ethnicity, age, sexual orientation, social background, or physical or mental ability. One of our most important commitments is respect for human rights and non-discrimination. For this reason, we are beginning the process of structuring our policy, establishing goals and parameters in the pursuit of equity.
In 2023, during the first Diversity Survey conducted by the People & Management area of Facens UniversityCenter, we carried out an internal campaign to publicize the data and reinforced the importance of conditions that improve our quality of life at work.
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49% of professors and technical-administrative staff identify as women.
51% of technical-administrative staff in management and director-level positions identify as women.
3% of professors and technical-administrative staff identify as belonging to an underrepresented social group.
2,59% of undergraduate and postgraduate students identify as belonging to an underrepresented social group.
33,05% of undergraduate and postgraduate students identify as women.
The garden bed course was promoted by the Emotional Collaboration Lab (Enlace) with the aim of addressing the social inclusion of people with mental disabilities in the academic environment, recognizing the importance of creating a more inclusive and accessible educational context.
André, a participant in the project, graduated from high school through CEEJA, has been diagnosed with a mental disorder, and is a former resident of a psychiatric hospital. He currently lives in a therapeutic residence. With a passion for gardening and a desire to enter university, André found in the garden bed course an opportunity to pursue his educational and personal goals.
This project highlighted the importance of inclusive initiatives that not only develop practical skills but also contribute to building a morediverse, inclusive, and welcoming university environment.
The evaluation of the project’s effectiveness involved various validation metrics. André’s consistent participation demonstrated his commitment, while his practical progress in gardening throughout the course highlighted significant development. Positive feedback from the academic community and André’s personal accounts reflected increased awareness of social inclusion, also evidencing positive impacts on his quality of life. These results confirm that the project met its goals of raising awareness within the academic community about the importance of inclusive education and valuing diversity.
The Emotional Collaboration Lab (Enlace) supported the initiative of Nicole, a 1st-semester Architecture and Urbanism student, to create a Neurodivergent Collective at Facens University Center. The collective’s goals are to provide a safe space for support and to develop strategies to assist educators in facilitating the learning process.
The initiative involved Enlace staff, the People & Management team, Psychology faculty, and students from Psychology, Architecture, Biomedicine, and the Mental Health specialization program.
