In 2024, UERGS issued a notice for admission to undergraduate courses with an important change: the institution did not use the Unified Selection System (Sisu) and students were classified according to the scores of the National High School Exam (Enem ) and, later, through simplified admission with only a high school grade, which provided the possibility of admission in the first semester.
In total, UERGS opened 1,165 places for 18 undergraduate courses, in 20 university units, with registrations carried out online. The demand was higher than in previous years, including some more renowned courses, such as Computer Engineering, in Guaíba, rated among the 10 best in the country.
According to UERGS, admission based on high school grades removes bureaucratic barriers and simplifies access to university for all students and those interested in undergraduate courses who were unable to take the Enem.
When evaluating the quality of teaching, Ederson defines the teaching staff at UERGS as a quality group, with teachers with master’s and doctorate degrees. “There’s nothing I can complain about.” The student believes that UERGS can continue to grow, qualify and, in the future, why not, dream of getting close to the University of São Paulo (USP), providing relevant services to the community and being hired by companies. The institution’s move to the new central campus, in the former Ceitec headquarters, could precisely mean a new phase for the institution, with new courses and specializations.
“We had a doctorate approved with a grade of 4 and the maximum is a grade of 5. Which university immediately approves your master’s degree, is then well evaluated and then approves your doctorate?”, he asks. “This demonstrates a little that the university needs to organize itself, and is organizing itself, and prepare itself for the way it wants society to see it, and how this university can serve society.”
His assessment echoes the thoughts of Rochelle da Silva Santaiana, professor of Pedagogy (undergraduate) and postgraduate studies in Education (master’s and doctorate), currently teaching on the Osório campus and, occasionally, in Alegrete. In the western border city, she taught from 2014 until 2023.
A professor at UERGS for 10 years, Rochelle says that the institution’s reach in different regions of RS shows its “power” and commitment to regional development and the internalization of university processes. She highlights the importance of bringing quality and public training to the 23 campuses. “It’s a very rich process. We have units in very different regions, with very different social, economic and production chain processes. This is where the great strength of UERGS lies, it is being present in very different cities and regions of the state, but this is what connects us and strengthens us, the possibility of being together with communities.”
The professor highlights the possibility of students from different regions, and even neighboring cities, studying at a public university. She recognizes that there are differences between the different campuses, however, she believes that this enhances the institution.
The perception of closeness reported by student Ederson is confirmed by the teacher. She says that this relationship between teachers and students and their families is a consequence of UERGS’ insertion in the communities where it operates. “These are cities that, sometimes, have no other education system other than some private institutions, so this ends up making the subjects very close to university and UERGS relations. This is also why communities defend UERGS campuses for their studies, growth and continuity. This is the university’s big secret, being able to take root in the city it is in,” she says.
When reflecting on the “young” condition of UERGS, with 23 years of existence, Rochelle says that teachers and managers are already looking to the future and thinking about alternative solutions and directions necessary to enable structural or human resources changes in an assertive way.
“To do this, we see ourselves, we evaluate ourselves and we also have to know what to ask for. University discussions involve planning, organization, when and, if we fight for something, we have to be assertive in what we are demanding. I see the group at a very good stage of maturity for this”, he ponders. “We see ourselves as a university that has potential and has a lot to offer the state of Rio Grande do Sul.”
For Ana Bulsing, head of the UERGS Budget Planning Center, the institution plays a relevant role in research and innovation by promoting studies and projects that have a direct impact on the technological, scientific, cultural and social development of the state, as well as in specific areas of relevance regional.
Sustainable regional development is another point highlighted by her, achieved through the offering of courses and projects focused on environmental preservation and family farming. There is also the aspect of valuing Gaucho culture. Ana highlights that UERGS contributes to the preservation and appreciation of Gaucho culture through academic programs focused on history, traditions and regional identity. “The university also has an emancipatory function, as it influences social relations, transforming them and creating new perspectives in order to change the views of its students, teachers, employees and, consequently, influencing social practices. From this point of view, the university has been increasingly challenged in the face of the expectations of a changing society.”
