O ambiente de pesquisas virtuais na biblioteca acadêmica: da implantação à consolidação, um longo percurso.

O ambiente da pesquisa acadêmica nas bibliotecas universitárias se apresenta em constante evolução. Nesta perspectiva, as construções de novos espaços se fazem necessários na promoção e acesso à informação, via vários tipos de suportes. Atualmente, antigos paradigmas são sobrepostos com uma velocidade luz. Neste artigo, apresenta-se a implantação, manutenção e consolidação do Setor de Pesquisas Virtuais em uma biblioteca universitária, com vistas à democratização do acesso à informação eletrônica, como também à criação de uma rede de comunicação rápida, eficaz, tendo como foco central as novas Tecnologias da Informação e Comunicação (TICs). Assim, enfoca-se a construção do espaço físico do Setor de Pesquisas Virtuais, através da criação de normas, produtos, serviços e divulgação desse novo recurso. A consolidação deste espaço encontra-se em pleno desenvolvimento, via aquisição de produtos específicos, consorciamentos junto às redes especializadas, geração de novos produtos e, principalmente, a presença direta de um profissional bibliotecário intervindo e mediando o processo da busca e do acesso às informações com segurança e confiabilidade das fontes. Consequentemente, essas ações estão trazendo benefícios à comunidade atendida.

Henrique Novaes: técnica, território e cidade em uma trajetória profissional: Brasil, primeira metade do século XX

The career of civil engineer Henrique de Novaes, a remarkable figure in the academic, technical and political fields, demonstrates its extensive and relevant work across Brazil in the first half of the twentieth century. It covered from the design of water supply and sewage works, road and rail transport networks, works against drought in the Northeast, hydroelectric and harbor facilities to the urbanization planning and architectural projects, which displays a systematic and multiple production. City and territory conformed to his fields of verification, practical and above all, transformation. The search for understanding of the inclusion of a social actor in this process thus contributes to the specific analysis of the doings of Henrique de Novaes, who graduated at Polytechnic School of Rio de Janeiro in 1906. From a polymorphic activity in different scales, one tries to figure how, through academic education or professional practice, urban history in Brazil can be told or built. The introduction of technological innovations matched the purposes of planning and urban sprawl, as well as met the specifications of regulation and institutionalization of public infrastructure services at the time. The overall plans proposed by the engineer thought of the city as a whole, interconnected to the structural networks. At the same time, the knowledge of a larger physical scale the territory bounces back in the urban in a relationship of reciprocity and completeness. The objective research, therefore, tries to understand the roles played by Henrique de Novaes s works and academic education in the accomplishment of systematic modernization of Brazilian urban space and territory, recovering a little known historical figure by current historiography. It is proposed, as methodological axis, that the study of this professional career configures itself as an essential element for understanding the idea of progress embodied in the technical studies and proposals for improvements and sanitation nationwide in the first half of the twentieth century . The primary sources for the construction of this analysis were technical articles in journals of the period ( Clube de Engenharia , Viação e Revista Brasileira de Engenharia ), and technical reports, government messages, newspaper articles published at the time, autobiographical reports and the engineer s verbal communications with relatives. The work is structured in three chapters: "Biographical traces, academic education and 'technical and political' activities" illustrates the initiation into the technical, public and political environment; Chapter 2, "Technique and territory" outlines his network understanding through sanitation and transport services; Chapter 3 "Technique and City" describes the influence of polytechnics knowledge on the propositions of modernization of cities; Finally, "Final Thoughts: An Evaluation," presents an overview of the affiliations and practice of an engineer in the different scales, and its contribution to the modernization of Brazilian urban and territorial space

O percurso da ressignificação de si : do esporte à formação do professor de dança

The present work is characterized as a research-formation study. The author analyses his trajectory as dance professor, observing processes of transition in the perception of the body: from the mechanical body to the sensitive body. He tries to outstand this new meaning of the body and the dance teaching and artistic experience as the matter that instructs itself. This research puts together the experience of two teachers, one of them as student (researcher), while the other, as master and professor (collaborator) and intends to comprehend how this new meaning of the body was brought to each one s life, motivated by the dance. It is used the self biographic method and the research-formation methodology to analyze and identify common points between their self formation processes. The researcher and collaborator life narratives as well as a partially structured interview with the collaborator were used as investigation source. The analysis followed the models suggested by Schütze (1977), presented by Bauer and Jovchelovitch (2004), guided by the five pillars of the study: the Subject aspect, as guiding point for the analysis; Corporal aspect, as component and integrant element of an individual and of the dance; the Dance while seen as forming and guiding practice for the individuals researched; the Complexity aspect; and finally the Instructor and Professional Formation, emphasizing the self formation process. The results showed how the dance has changed their perception of their own bodies and the whole corporal aspect, leading to subject-actor body point of view, and no longer from a strictly mechanic perspective. The teaching trajectory was defined by the new evaluation of the body through the Dance bringing the individuals researched to a dialogical-reflexive teaching practice that motivates self consciousness, humanization and automatization, in the context of their background experiences and the environment they act

Alimento como metáfora, metáfora como alimento : a arte de nutrir uma educação complexa

Cette narrative fait le parcours d une recherche et de ses reflexions ici annoncé comme une odissée gastronomique et une géografie gourmante , dont les elements interpretatifs rendent possible concevoir qu une lecture de la métaphore et de la stéthique alimentaire puissent contribuer pour penser une éducation sensible, complexe, une education guidée par une experimentation esthétique de la condition humaine, qui provoque les sens, qui permettent évoquer et récuperer les connaissances et les savoirs pertinents, et qui confirme l indissociabilité du sujet dans ses plusieurs poles : nature et culture, émotion et raison. Comme contribution epistémologique, la dissertation, cherche étendre la compréhension d études qui abordent le Corp, l Aliment, la Métaphore, l Esthétique et l Éducation, en déclanchant des relations entre les espaces académicien et cotidien, en expérimentant d autres formes de sentir, penser et d être dans le monde. Poussée par une raison gourmande, et comme dans un rituel de préparation d aliment, j opte par les rélations transversales des savoirs ; je construis un dialogue entre les auteurs de domaine de connaissances multiples, comme la Filosophie, l Antropologie, l Étologie et l Éducation, en travaillant une reconstruction de concepts. Pour la tâche de cette odissée gastronomique, je découvre l approche entre un programme, comme méthode, et un livre de recettes culinaires hermétiques. J ai choisi de construir des estratégies métodologiques qui indiquent les chemins sur les quelles l imagination, la créativité et la réinvention, non seulement puissent mais doivent servir comme des épiceries qui emprègne d odeurs, de saveurs et de couleurs la connaissance, sans laisser de côté la rigueur, principe inégociable dans une science ouverte. J ai choisi, pour m accompagner dans cet étude, des sages, des scientistes et des poètes, entre eux je fais remarquer Michel Onfray, Boris Cyrulnik, Merleau-Ponty, Edgar Morin e Conceição Almeida. Avec eux, j ai déssiné des cartes, goûté des géographies, des terres, des ciels. J ai fréquenter des histoires et des personnages concrets et imaginaires; j ai convoqué des souvenirs acumulés pendant l enfance, avec ses trames, ses textures, ses saveurs, ses parfuns, ses couleurs, ses images, ses gestes, ses mots et ses silences, où le corp devient un médiateur d accès à la connaissance. Comme artifice complémentaire pour suivre la route, je parie sur le rapport fondamental entre le corp, l aliment, la métaphore, l esthétique et l Éducation, je m utilise du Cinéma, en cherchant d apprendre dans cet art, une éxistentialité humaine par le rapport entre la vie, l aliment et les personnages. Finalement, je reaffirme l importance de nourir des affections par une formation et une manière de penser capables de conecté des connaissances d univers dinstingués, et qui contribuent pour une conscience de la condition humaine et l apprentissage d une éducation de la vie et pour la vie

O memorial autobiográfico: uma tradição acadêmica do ensino superior no Brasil

The thesis has as object of study the autobiographical memmorials. The general objective is to describe the history of the memmorial as an academic tradition of higher education in Brazil. Considered a hybrid genre, memmorials are known for focusing on life stories from a scientific perspective. The investigation revolves around three intertwined branches: History of Education, educational practices and language usages, which allow us to conduct a dialogue with multiple theoretical-methodological references with a view to supporting our analyses. The corpus used for the analysis was made up of 40 autobiographical memmorials, distributed as follows: 16 academic memmorials, dated from 1935 to 1970; 07 academic memmorials, dated from 1980 to 2007; and 17 formation memmorials, dated from 1995 to 2000. In this corpus, we also included official documents, which relate to legislation contained in edicts, resolutions, ordinances, regulations, which we used with a view to: 1) getting to know and understanding the big picture of higher education regulation in Brazil and the aspects related to the higher education teaching career; 2) investigating the text of memmorials in the light of the injunctive discourse characteristic of the edicts and resolutions in which they were based. The analysis of the memmorial supported by the legislation which regulates it allowed us to reconstitute the image of the professor throughout 80 years in the Brazilian public university. For this purpose, the study was conducted in the theoretical-methodological perspective of the (auto)biographical research in Education and of the sociolinguistic studies on discourse genres and discursive traditions. The investigations reveal the memmorial as an academic genre in which the professor's academic-professional history and the history of the higher education teaching career in Brazil intertwine. Anchored in the Bakhtinian perspective on discourse genres, according to which the memmorials evolve and become more complex as their contexts of usage also evolve and become more complex themselves, the results of our analyses allowed us to correlate genre changes to the sociohistorical context and to its usage as an educational practice in the university, in the decades under study. Therefore, the analyses showed that these self-writings: go from latent subjectivity to pure objectivity from the 1930s to 1960s; they show total annulment of the subject from the 1960s to the 1970s; they reappear in the 1980s, having Professor Magda Soares' memmorial as perspective; they expand and diversify from the 1990s onwards, taking on a formative role and a perspective of future as well. So far as language usages are concerned, we investigated the relationship of the subject with the language, especifically the manifestation of alterity on the discursive tissue of the memmorials. In this branch, the analyses pointed to the influence of the authoritative discourse on the formation of the professor and of the injunction and reinventing discourses on the authorship process. Therefore, the autobiographical memmorial reveals itself as a specific expression of the Brazilian academy's cultural sphere and allows us to confirm the hypothesis that each memorial tackles a singular-plural situation, by presenting a dialectical articulation between private and public, according to the institutional structures, in which and with which the professor has already formed him/herself and with which he/she dialogues

Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo

Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention program

Aplicando análise de envoltória de dados -DEA à avaliação de desempenho acadêmico: um estudo em programas de pós-graduação em engenharia mecânica e produção no Brasil

This Master of Science Thesis deals with applying DEA (Data Envelopment Analysis) to the academic performance evaluation of graduate programs in Brazil, exploring it on a Mechanical and Production Engineering Program 2001-2003 data. The data used is that of the national assessment carried by CAPES, the governmental body in charge for graduate program assessment and certification. It is used the CCR output oriented DEA model, the CCR-Output with Assurance Region, and Window Analysis. The main findings are first that the CCR has the concerning problem of zero values of weights of outputs that is not appropriate in a sense that a graduate program has the higher efficiency score zeroing some output (e.g., number of academic papers published). Secondly, the Assurance Region method proved useful. Third, the Window Analysis also gave some light to the consistency of the performance in the time frame analysed. Also, the analysis results in the understanding that the Mechanics and Production Engineering should not be assessed jointly like currently applied by CAPES and rather should be assessed in its own field separately. Finally, the result of the DEA analysis showed some serious inconsistencies with the CAPES method. Graduate programs considered excellent has got low performance score and vice versa. This Thesis provides a strong argument in order to use DEA at least as a complimentary methodology for graduate program performance evaluation in Brazil

Uso da internet em ambiente acadêmico :estudo com docentes em institruição de educação tecnológica no Brasi

The last decade, characterized by the vertiginous growth of the computers worldwide net, brought radical changes in the use of the information and communication. Internet s use at business world has been largely studied; however, few are the researches about the academic use of this technology, mainly if we take into consideration institutions of technologic education. In this context, this research made an analysis of internet s use in a technologic education institution in Brazil, analyzing, in particular, the Centro Federal de Educação Tecnológica do Rio Grande do Norte CEFET/RN for that standard use of this Information Technology (IT) tools and, at the same time, studying the determinant factors of this use. To reach the considered objectives, a survey research was effected, be given data collected daily through the research s questionnaire application to 150 teachers who answered a set of closed and scaled questions. The quantitative data were qualitatively analyzed, arriving a some significant results related to the standard use and the factors that influenced in the use of these Internet technologies, like: the age scale, the exposition s to the computer level, the area of academic graduation, the area of knowledge where acts and the title, exert significant influence in the academic use of Internet between the professors

A (não) assunção da responsabilidade enunciativa no gênero acadêmico artigo científico produzido por alunos do curso de Letras

This research is inserted in Textual Analysis of Discourses (from now on, TAD), elaborated by linguist J-M Adam and developed nowadays by scholars from Brazilian textual linguistic. ATD consists of a theoretical and descriptive perspective from Textual Linguistics that is concerned about a theoretical and methodological position which sets Textual Linguistics in the most extensive Discourse Analysis panorama. In this work, on the enunciative level of text we investigate: the enunciative responsibility (ADAM, 2008) in 14 examples of the academic genre paper published in the journal Ao Pé da Letra and written by university students from degree in Language. The research is oriented by the studies about enunciative responsibility by Adam (2008, 2010), Rabatel (2010), Guentchéva (1994), the perspective of discursive heterogeneity by Authier-Revuz (2004). We established as general objective: (1) Analyzing the occurrence of the (not) assumption of enunciative responsibility in the academic genre paper . The analysis followed the qualitative paradigm on an interpretative basis. The conclusions show, therefore, the excerpts of the discursive genre used to present the analysis reveal a particular nature of using the recourse to the discourse of several knowledge sources that many times can (not) be assumed by the enunciator.

O leitor universitário e a construção das práticas de ler e escrever textos impressos e digitais

The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDRÉ, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (LÉVY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARAÚJO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation

O Gênero requerimento na perspectiva sociorretórica: análise da produção de graduandos no ambiente acadêmico-administrativo da UFRN

In administrative settings of public institutions, many activities are conducted through writing practices. Concerning this, writing is always connected to an activity we intend to perform. Among those practices, the genre request consists of an instrument through which the requirer addresses to an institution in order to request something under the support of legislation. Considering our work experience in a public institution of higher education, we elected - as object of our research - the genre request produced by undergraduates within the administrative domain of the Federal University of Rio Grande do Norte (UFRN) due to its importance in this context. For this, the theoretical framework adopted refers to the socio-rethorical conception of genre studies, which understands the genre as forms as rhetorically typified action (MILLER, 2009a; SWALES, 1990; BAZERMAN, 2009). Regarding methodology, it is a research associated to a qualitative approach (BODGAN; BIKLEN, 1994; CHIZZOTTI, 2010) whose discussion inserts into the field of Applied Linguistics. The data were generated from samples of requests and their users replies in questionnaires, interviews and verbal protocols of writing. The data analysis is based on the ethnographic methods of genre analysis postulated by Devitt, Reiff and Bawarshi (apud JOHNS et al., 2006). These analyses indicated that the requests are not always fully accomplished due to a lack of comprehension about the genre and its rhetorical situation on the part of the producers. It must probably happen - among other reasons - because these students may not have understood that several factors, such as: context, audience and purpose, affect the text production. We believe that one possibility to make the practice of this genre more efficient is to develop a more simple and practical way of elaborating requests, taking the needs imposed by the rhetorical situation as a basis

A escrita do texto acadêmico na graduação: modos de utilização de conceitos teóricos de uma área de conhecimento

In this study we have developed a discussion about academic text production in the undergraduate course of Literature and Languages. Specifically, we are going to analyze the monographic text writing in order to verify the meaning effects created from the ways of showing other s discourses that constitute a written production. As a means to do that, we are going to answer the following question: How does a young researcher make use of a theory in order to be part of a particular scientific community? We aim to: 1) analyze the linguistic resources, like quotations and signs of cohesion that demonstrate the other s voice presence in academic writing; 2) observe the meaning effects produced through the ways that the one who writes shows the other s voice in the written text. Firstly, we have selected 23 (twentythree) monographs produced in the last five years by students from a Literature and Languages undergraduate course in a determined public university. However, in this study, we have analyzed just 02 (two) different monographic texts. To develop such an investigation, we have inquired Kuhn s concept of science, which shows the existence of different meanings of science production in the course of the centuries. It allows us to define academic writing as science production that develops and contributes to knowledge production. With the purpose of restricting the meaning of writing conception, we have relied on Coracini, who assumes that all writing production is the registration of the self, in other words, writing comes from the subject s intervention, it is to say that only an imposition of the self guarantees the subject as author of what he writes. We have as theoretical basis the following concepts: 1-) Authier-Revus s enunciative heterogeneity, that allowed us to analyze the written marks of the other in the monographic writing; 2-) Pêcheux s reformulation-paraphrase and Orlandi s polysemy and paraphrase, concepts that present notions of productivity and creativity as ways of meaning production, and allows us to observe how the process of language production in academic writing is established; 3-) Rossi-Landi s concept of exchange-value and use-value, which consider language as a linguistic work, allowing us to verify the differences between use and social functionality in a determined theory; and 4-) Possenti s notion of authorship indicia, with which we have identified attitudes that make the one who writes author of his own text. We have verified that writing characterized for repetition and reproduction may develop a meaning effect that constructs the idea that writing production promotes an author, a concept or a theory. We have also realized that a written text that restricts itself to reproduce other authors discourses and does not articulate a theory with data analysis or with work methodology, when evaluated is approved and legitimates itself as scientific production. That demonstrates the existence of academic productions that do not develop any functionality of the employed theory. The text works as a means to promote its theoretical concepts, and theory. It is to say that the theoretical foundantion, which usually is a way to argue and sustain scientific production, does not have any function. Thus, we consider that the way someone shows the other s discourse in academic writing may work as a way to underline what the other asserts to the detriment of the researcher s words. This fact allows us to comprehend that a way of writing may evidence a meaning effect of the author s, theory s or theoretical concepts promotion

Avaliação da usabilidade de um sistema informatizado de controle acadêmico: um estudo com coordenadores e secretários de cursos stricto sensu da UFRN

The aim of this study is to assess the usability of the Integrated Management System for Academic Activities (SIGAA) for the sensu stricto postgraduate programs at Universidade Federal do Rio Grande do Norte. The study was based on ergonomic criteria proposed by Bastien and Scapin (1993) and the Federal Government s Handbook of Usability (2010). The methodology used was a descriptive data survey involving an online questionnaire, and a sample of 46 system users, composed of coordinators and secretaries from the sensu stricto postgraduate programs. In addition to this procedure, open interviews were held with the users as well as a documental analysis of calls registered by them at the SIGAA between May 2012 and June 2013. Data analysis showed that a number of additional usability criteria need to be implemented, primarily related to ergonomic problems of orientation, error management and workload. Based on the analyses, several changes were proposed that may streamline secretarial activities, as well as provide greater satisfaction and interaction between the SIGAA and its users

Significado do Trabalho e Escolha Acadêmico-Profissional: um estudo com universitários primeiranistas

Relations between the meaning attributed to work by first year university students and their academic and professional choice were analyzed. The participants were 921 students, 17-52 years old (M = 22; SD = 4.9), enrolled in 16 courses common to two college level institutions of the city of Natal, RN, one public, the other private. A questionnaire was designed for collecting data about the academic-professional choice, with open-ended and multiple choice questions. Work meaning was obtained by means of two questions on centrality and two scales pertaining to the Inventory of Motivation and Work Meaning: value and descriptive attributes. A socio-demographic set of questions ended the questionnaire. Data was entered in a SPSS (Statistical Package for the Social Sciences) database, allowing for the pertinent statistical analyses, such as frequency, t test, chi square, factor analysis, cluster analysis and ANOVA. Results indicated that the decision about academic-professional career was made by the majority of the participants (in first option, N = 921) without the adequate consideration of the socio-professional reality (80.7%) and personal internal resources (98.5%). When considering the second option (N = 654), only the first criterion was taken into account, but only by 12.5% of the sample. The main difficulties faced by students during the choosing process were, then, made apparent in the data. 46.8% of the participants were unsatisfied with the course they had started and were anticipating unpromising perspectives in relation to it. The first year students took work as the second most important aspect of their lives and demonstrated an idealized vision about it. Five patterns of work meaning were identified. In relation to centrality and the value and descriptive attributes, the university students displayed differentiation in the attribution of work meaning according to course and area of knowledge

Rendimento acadêmico e sua relação com os estilos de personalidade de estudantes universitários

One of the Psychology challenges, especially among the assessment and educational areas, is to understand and predict individual differences. In this context, this research aimed to verify the personality styles of students with high and low academic performance. The study included 236 university students from Petrolina-PE and Juazeiro-BA campus of the UNIVASF (Universidade Federal do Vale do São Francisco). They were uniformly distributed in four disciplines (medicine, psychology, administration and civil engineering), 10 students from each semester (five highest scores average students and five lowest scores average students) took place of the sample. The Millon Index Personality Styles (MIPS) was applied to analyze the personality/behavioral styles of the students. The MIPS is a 180 dichotomous (true/false) item scale. It was also developed and applied a questionnaire about the students characteristics and their academic information. Descriptive and central tendency statistics analysis (mean, standard deviation, frequency and percentage) were done to provide sample information. Then we performed a Mann-Whitney test in the overall sample and in each course and a factorial ANOVA. The results suggest that the university population is heterogeneous and there are significant differences (p <0.05) between the personality styles of students with high and low academic performance, when analyzing the overall sample and in courses of different areas of knowledge. Students of Medicine who have higher performance as personality styles prevalent the conformism and compliance, while students with lower income in this course, the styles are: innovation and discrepancy. Psychology students with higher income are more systematic and lower income students to score significantly on accommodation. The civil engineering students of the two groups differed only in personality style intuition, being such a style more characteristic of higher income students. Students of Management with higher yield stand out more in the style of the doubt and lower yields in these styles: individual, reflection and discrepancy. This study is correlational, but had an exploratory nature because there are no studies about this relationship in Brazil. Therefore, it provided a better understanding of the action characteristics of students with high and low academic performance. Further studies using the Big Five Personality Factors instruments are required because it is the most used model in understanding the influence of personality on students performance. This way, the relation between personality and academic performance will be better discussed. Otherwise, it will be possible to compare with the existing studies in the area