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Faculdade Castro Alves
Salvador, Brazil


University description (as per official university website)

The Faculty Castro Alves 1542 ordinance was authorized by the Ministry of Education, 19/10/1999, and the course of administration of qualifications in Marketing, Human Resources and General recognized the concept CMB (The old concept) by Ministerial Decree of 1413 May 18, 2004, and its roots are in two traditional educational institutions, and the College Course Eagle Eagle, founded and directed by creator and founder of Castro Alves, Professor. Jair Santos.

The Course Eagle began its activities in 1960 and ran until 1989. The College Eagle began in 1973 in the Plaza de Piedade, extending in 1980 to Pituba, the Evil Andrea Street, 226, where he currently works.

The college offers a course in Business Administration with majors in Marketing, Human Resources and General, Tourism and Travel Accounting Course.


As for the student:
Promoting high quality education aiming their full training, developing their social responsibility and its critical spirit, arouse the desire of continuing professional development and cultural, fully contribute to their development in cognitive, affective and psychomotor stimulating the development of emotional competence .

As for society:
Contribute through teaching, research and extension for the development of local and regional community; participate in solving community problems, developing human resources suitable for inclusion in professional sectors.

The Faculty Castro Alves cherishes the vision of being an institution of higher education leader in education, providing quality and excellence in their products, services and solutions to meet a world in permanent transformation.

Aware of the magnitude of its purposes, is constantly attentive to the changing context in which it operates, in an effort to understand it, following the recommendation of Edgar Morin: to understand the overall relationship between the whole and its constituent parties in their multidimensionality, seeking to identify and interpret, making the hermeneutics of the various dimensions of man - biological, psychological, emotional, social, cultural, and rational, using the dialogic or monologic, according to the circumstances and needs of the moment.

The Faculty Castro Alves launches effort to understand society in its dimensions, historical, sociological, cultural, artistic and religious, seeking to realize the complexity of their tissue interdependent, resulting from the interaction and inter-retroactivity of the object of knowledge and its context Party with all the parties and between them, aiming for the realization of unity and multiplicity, aiming to "general intelligence" from the context.

The Faculty Castro Alves develops its activities in a commitment to values seen logical-epistemological, moral, ethical and humanistic, transcultural. Logical and epistemological values relate to the cognitive category, to information, knowledge and logical categories, and considered the search for truth, the pursuit of wisdom, mental discipline, ability to review principles, willingness to discover new facts and stimulating creativity.

The search for truth, both transcendent and the immanent, is a priority value for the appropriate reasons for the actions of future professional training, including using the criterion of evidence, when it is relevant. It is essential that the student interjects in his mind the search for wisdom, to have knowledge and information about the contents of the exact sciences, humanities and behavioral, to use them appropriately in providing professional services, turning them into professional skills . Mental discipline should be encouraged in the student, in the sense that it develops the ability to organize all their activities, physical and mental, of an orderly and productive, thus achieving the goals it has set itself.

The ability to review the principles are relevant - the student should be encouraged to recognize that scientific knowledge is not final, by its very nature, suffering changes depending on the progress of science and human knowledge, and that he should make a permanent exercise of methodical skepticism, with a consequent critical review of its principles. Stimulating the creativity of students is a concern of Castro Alves, as the large quantum leaps of human knowledge are made by the discontinuity characteristic of creativity, as opposed to the continued evolution itself logical-discursive knowledge. Fostering creativity can only be achieved through the use of active methods in teaching-learning process in which the learner is placed at the center of educational activities, constructing their own knowledge and learning to learn.

With regard to ethical values, the Faculty Castro Alves has an innovative position, based on recent research of psycho-neuro-immunology, has firm belief that education in ethical behavior interferes emotional person, because it can induce the appearance of virtue in educating, by stimulating the innate strengths that he possesses, or by suppressing emotional expressions not virtuous, the development of emotional competence, through control of his emotions, especially anger.

We can interfere with the decision phase of the act of will, controlling the expression of our emotions, which can no longer be ignored in argument that theorizing about the conduct humana.Um young man who was a frustrated desire, if emotionally educated to control their impulses, certainly not resort to violence, and seek to resolve conflicts non-violently, for his emotional competence, their ability to control emotions, acts as a promoter of virtue. The Faculty Castro Alves believes he can be drafted an Ethics of Emotions, variant of rationalism, which would not support the fundamental reason alone. This new ethic would take into account the experience of emotion for the person and his capacity for self-control, because the student used to control your emotions will acquire habits of self-control, which are internalized in their attitudes and behaviors. He will develop a process of self-censorship and self-control in relation to socially inappropriate behavior. This necessarily will involve reducing the number and level of conflicts in its sphere of activities: family, work, school, church, and society as a whole.

The learner has an appropriate emotional competence, is likely to act through an ethic based on respect for life, respect for other human beings, understanding, solidarity and compassion.

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