FGV NAP is a sector specializing in pedagogical and psychopedagogical care to students, as well as providing didactic-pedagogical support to teachers and coordinators of the undergraduate courses of FGV schools in Rio de Janeiro and in Brasilia.

FGV NAP presents itself as a reference channel for students, offering welcoming and supporting their individual and/or collective needs, whether emotional, cognitive or related to the various ways of learning, being and relating to the interdisciplinary and dynamic world of knowledge of higher education.

The sector develops strategies for students and through qualified listening and counseling, seeks to understand their demands to promote more appropriate pedagogical conditions. The goal is to favor the intellectual and emotional development of these young people in a decisive stage of life, thus contributing to the prevention of academic failure.

Furthermore, FGV NAP takes an active stance in listening to students' opinions about their academic experience, welcoming questions, suggestions, and potential specific needs throughout their university career.

Main functions of NAP:

• Provide pedagogical and psychopedagogical support for academic practices in study activities, monitoring, and supporting students' cognitive development;
• Plan and conduct workshops, discussion groups, and lectures on topics relevant to students' intellectual and emotional development;
• Support students in overcoming challenges, establishing new interpersonal relationships, coping with differences, and adapting to the new academic social environment;
• Organize meetings with class representatives and other student organizations, strengthening dialogue and integration between students and the institution;
• Monitor students' academic performance throughout the semesters, proposing pedagogical strategies that help them overcome any difficulties they may face;
• Develop an individualized study plan for students who need support in organizing their time and developing learning strategies;
• Minimize, through individual or group counseling, the natural difficulties students face throughout the course, offering psychopedagogical support to restore self-esteem and creating pedagogical conditions that foster their growth and personal development;
• Supervise the development of complementary activities, both curricular and extracurricular, according to the requirements established by the course coordinators;
• Assist teachers, when requested, with issues related to the pedagogical methodology adopted in their classes;
• Act as a mediator in resolving potential conflicts between students, students and teachers, or students and coordinators.