Symposium 20: Bachelor of Biochemistry in Brazil – Current panorama and challenges of the biochemical professional

Valeria Monteze Guimaraes

Resumo


Symposium – 20
Bachelor of Biochemistry in Brazil
Chair: Bayardo B. Torres, IQ-USP

Biochemistry is one of the most important areas of science in the 21st century. The development and application of biochemical technologies will be decisive in the areas such as human and animal health, agriculture, as well as to generation of new technologies. In Brazil there are only three undergraduate courses of Biochemistry. The first Bachelor of Science degree in Biochemistry was created in 2000 at the Federal University of Viçosa (UFV), later at the Federal University of So João del Rei (UFSJ) and the State University of Maringá (UEM). The potential for employability of B.S. degree in Biochemistry is great. They are professional having strong background to compose or lead research groups in both the academic and private biotechnological companies. Many undergraduate students continue their studies to the postgraduate level. However, we have observed an increasing number of newly graduated students who seek for a direct insertion in the job market, either in established positions or entrepreneurial and innovative initiatives Despite the relative success of the three Biochemistry courses in Brazil, there are challenges to be faced in order shed light on the skills and competences of B.S. in Biochemistry, to consequently make them have greater opportunities in the job market. The main problem has been that, sometimes, potential employers from public or private institutions don't even know about the existence of a bachelor's degree in Biochemistry. Further, no computerized system for the follow-up of graduated professionals is available. Although the above mentioned problems, we are hopeful about the future and have observed that the professional of Biochemistry have been gaining recognition and gathering prominent positions in the job market.


Palavras-chave


Biochemistry undergraduate course; competences; opportunities

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DOI: https://doi.org/10.16923/reb.v16i0.835

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