Universidade Federal de Santa Catarina

 The Data Science program was created as a strategic response to the digital transformations reshaping every sectors of society, with a special focus on Artificial Intelligence. It addresses the growing demand for professionals capable of handling large volumes of data and extracting relevant information from them, with applications spanning healthcare, industry, education, public policy, and more.

Offering an interdisciplinary, hands-on, and up-to-date curriculum, the program integrates mathematics, statistics, computer science, and the humanities, making it highly responsive to the challenges of the contemporary world.

Aligned with national higher education guidelines, the program adopts active learning methodologies, integrates community outreach, and encourages innovation and entrepreneurship. It is the result of a partnership between the Department of Information Science (CIN) and the Department of Knowledge Engineering (DEGC), providing students with a solid foundation in both technical and conceptual aspects.

With a five-semester duration and a strong focus on employability, the program opens pathways for students seeking a quicker transition into the job market—without compromising critical thinking or civic engagement.

By preparing technologists with expertise in data science and data engineering, the program contributes directly to institutional goals of promoting sustainable development, digital transformation, and broader access to quality higher education.

In addition, the program is closely connected to Santa Catarina’s innovation ecosystem, particularly through collaboration with organizations such as the Santa Catarina Technology Association (ACATE).

The Curitibanos Campus’ Medicine program offers a modular curriculum with integrated themes, structured around the different stages of the life cycle and aligned with the region’s sociodemographic and epidemiological profile. It promotes the use of active teaching and learning methodologies, such as Problem-Based Learning (PBL), and Team-Based Learning (TBL), which are centered on student leadership and on meaningful, contextualized learning.

Through the curriculum design and the use of diverse learning methodologies, students are expected to share responsibility for their medical education by actively seeking and building the knowledge required for their future practice. They also learn to work in teams and to develop critical and creative thinking, ethical conduct, and interpersonal and communication skills.

In addition to classrooms, laboratories and clinics located on campus, students have access to various training settings within the Unified Health System (SUS) and its social services.

Since the first semester, students will complete work hours in the healthcare network of the Curitibanos city and surrounding areas, including the hospital network.

The Production Engineering program at UFSC, inaugurated in 2023, represents a consolidation of the previously separate Civil, Mechanical, and Electrical Production Engineering degrees into a single, comprehensive program. This new structure is informed by current market studies and aims to equip students with not only the traditional skills of a Production Engineer but also with interdisciplinary knowledge in areas such as data literacy, sustainability, and entrepreneurship, so as to meet the evolving demands of the market.

Production Engineers are responsible for the design, implementation, operation, improvement and maintenance of integrated production systems for goods and services, involving people, materials, technology, information and energy. They also specify, predict and evaluate the outcomes of these systems, considering both societal and environmental impacts. Their work draws on specialized knowledge from Mathematics, Physics, Humanities and Social Sciences, combined with the principles and methods of Engineering analysis and design.

The program’s curriculum is structured into three cycles. The first cycle spans the first seven semesters, providing foundational engineering knowledge and covering the major professional areas in Production Engineering. The second cycle, encompassing the eighth, ninth and tenth semesters, offers elective courses from the Department of Production and Systems Engineering and other departments at UFSC. During this cycle, students can choose between two knowledge paths: (1) Operations Management and Supply Chain or (2) Product and Service Engineering.

The third cycle, also covering the ninth and tenth semesters, is optional and designed for students interested in pursuing the Graduate Program in Production Engineering (PPGEP). This cycle includes courses that qualify for credit transfer towards a graduate degree, enabling students to complete a Master’s degree in just one additional year.

Additionally, the program features three integrative courses (two required and one elective), where students apply the knowledge acquired in previous courses to address real-world complex problems. It also emphasizes internationalization by allowing credit transfers for courses taken abroad and offering students the possibility of obtaining a double degree with partner institutions.

Production Engineering students have the opportunity to participate in a wide range of teaching, research, and outreach activities throughout their studies. They benefit from a robust structure that includes a student association (CALIPRO), a Tutorial Education Program (PET), two study groups: Lean Study Group (GLean) and Logistics Study Group (Gelog), a junior enterprise (EJEP) and twelve research laboratories: Sustainable Innovation and Renewable Energy Group (SINERGIA), Costs and Measures Laboratory (LCM), Project Development and Investment Support Systems Laboratory (LabSAD), Logistics Performance Laboratory (LDL), Entrepreneurship and Innovation Laboratory (LEMPi), Ergonomics Laboratory (LABERGO), Environmental Management and Assessment Laboratory (LGAA), Operations Management Laboratory (LGO), Product Design Laboratory (LPP), Intelligent Production and Logistics Systems Laboratory (ProLogIS), Productivity and Continuous Improvement Laboratory (LPMC), and Quality Assurance Center (NGQ).

Educational activity carried out with Indigenous elders and leaders in 2023.

Created in 2010, the Undergraduate Program in Indigenous Intercultural Education of the Southern Atlantic Forest (licenciatura) trains and qualifies Guarani, Kaingang and Laklãnõ-Xokleng students to become secondary school teachers in Indigenous schools, and also to develop research projects and activities directly linked to their communities – including at the graduate level – from an intercultural and interdisciplinary perspective.

Centered on indigenous territories in the Atlantic Forest biome, the program addresses land and environmental issues, and students may choose from a number of teaching qualifications:  (i) early childhood, which provides initial training for teaching in early childhood education and primary education; (ii) languages, with an emphasis on Indigenous languages; (iii) humanities, with an emphasis on Indigenous rights; (iv) environmental knowledge, with an emphasis on environmental management.

The program is targeted at Indigenous peoples living in the southern part of the Atlantic Forest biome: Guarani (states of ES, RJ, SP, PR, SC, RS), Kaingáng (states of SP, PR, SC, RS) and Laklãnõ/Xokleng (state of SC).

In order to promote integration between the educational institutions and the ethnic realities, its structure follows the principles of the Pedagogy of Alternation, organized into a University Time (UT) and a Community Time (CT). During the University Time, students attend courses on the Florianópolis campus and/or at Indigenous schools; during the Community Time, they carry out studies and activities in their territories, with the participation of wise indigenous people and the supervision of faculty members.

The undergraduate degree in Rural Education was implemented in Brazil in 2006. Today, more than forty federal universities across the country offer this teaching degree (licenciatura).

The program focuses on teacher education with a commitment to ensuring that rural communities receive an education tailored to their unique context. It recognizes the right of individuals living in rural areas to access a curriculum that integrates their local context with historically produced knowledge. This means that education should not only be available in rural areas but should also be specifically designed for those environments, involving the active participation of local residents and addressing their cultural, human, and social needs.

Education here encompasses more than just the school setting, but school is viewed as a key element in the strategy to ensure the right of rural populations to Basic Education. Rural populations include “small family farmers, extractivists, artisanal fishermen, riverside dwellers, land reform settlers and campers, rural wage workers, forest peoples, quilombolas, caiçaras, caboclos, and others who produce their material conditions of existence from work in rural areas” (BRASIL, 2010).

EduCampo at UFSC

At UFSC, the Undergraduate Program in Rural Education (EduCampo) was created in 2008, integrating the activities of the Rural Education and Sustainable Territorial Development Institute (EDUCAMPO Institute) at the School of Education (CED). Since its inception, the program has formed partnerships with rural organizations and social movements in the State of Santa Catarina.

The program aims to prepare secondary school teachers and educators specialized in Natural Sciences and Mathematics or in Human and Social Sciences, delivering political and pedagogical training grounded in the principles of Rural Education. Graduates will be committed to integrating the school with the rural community and society in general, and to promote transformative practices in the teaching and learning process. Additionally, they may engage in the development and implementation of local sustainable development projects centered on agroecology.

The program operates according to the principles of the Pedagogy of Alternation, meaning that it is organized into a Community Time (CT) and a University Time (UT). During UT, students engage in curricular activities at the university, while during CT they carry out activities in their communities, such as diagnostic activities, teaching internships, and community projects for school-community integration, depending on their stage in the program. This integrated educational approach aims to combine the students’ real-life experiences within their communities with the academic knowledge gained through their higher education.

In the first year of the program, both University Time (UT) and Community Time (CT) activities are centered around investigating the local reality. In the second year, the focus shifts to studying rural schools. During the final two years, CT involves supervised internships in rural schools, enabling students to gain hands-on experience teaching Natural Sciences (Biology, Chemistry, Physics) and Mathematics or Human and Social Sciences at the lower and upper secondary education levels.

In addition to providing access to knowledge in the specific subject areas, the Rural Education teacher training emphasizes the importance of understanding the memory, knowledge, values, customs, and social and productive practices of rural community members and family farmers. Additionally, the program encourages students to analyze the sociocultural and environmental characteristics of their life territories, fostering a deep understanding of the existing conflicts and contradictions. This training also involves developing the theoretical and practical skills necessary to envision, organize and create a rural basic school that offers a critical and creative education, committed to the principles of building socially sustainable alternatives within rural territories.

Note: this program requires a separate entrance examination. Visit the program’s website for information on the application deadlines and procedures.

The primary challenge for a mechanical engineer is to analyze, design and solve problems in the traditional areas of Mechanical Engineering, such as manufacturing, automation and robotic processes, thermal systems and mechanical systems. Mechanical engineers also work in an interdisciplinary way in other areas of engineering: aerospace, automotive, naval, ocean, chemical, environmental, metallurgical, petroleum, materials, among others.

Their activities include designing machinery for the transformation of raw materials into finished products, developing other machines, providing solutions for mass and energy transport problems, conducting scientific research, and teaching.

To qualify students for this career, the Mechanical Engineer program starts with core courses in Physics, Chemistry, Mathematics, Drawing and Computer Science. Then,  the student goes on to take specific courses in Thermodynamics, Solid Mechanics, Fluid Mechanics, Mechanical Construction Materials, Machine Elements, Hydraulic and Pneumatic Systems, Aerodynamics, Heat Exchangers, Manufacturing Processes, Welding, Vibration and Acoustics, Robotics, Automation and Control, Vehicles, Pumps, Internal Combustion Engines, Product Design, among others. The majority of these subjects are taught as required courses, while others, focused on more specific issues, are offered as electives.

The program equips students with the skills to integrate computers into their engineering studies and projects. They can also engage in the field of production management. In the final year, students complete an internship at a company in Brazil or abroad or at one of the university’s laboratory. UFSC Mechanical Engineering graduates generally find it easy to enter the job market.

In recent years, the Department of Mechanical Engineering has seen significant growth in research activities, driven by the enhanced qualifications of both faculty and technical staff, acquisition of new equipment, and the expansion of research areas. Currently, more than half of the Mechanical Engineering students are involved in research groups within the School of Technology, often supported by Scientific or Technology Initiation scholarships.

 The UFSC Mathematics program aims to develop professionals who are able to reflect on mathematical concepts, develop new theories and demonstrate results to advance scientific knowledge.

In today’s society, which is deeply rooted in scientific and technological advancements, there is a growing need for professionals with a distinctive profile –  those who can think critically and innovate, blending creativity with rigorous reasoning to tackle challenges across various sectors, including industry, technology, finance and education.

To address these societal needs, the Mathematics program equips students with a solid mathematical background and rigorous training, preparing them to solve problems in the most diverse contexts.  Graduates are encouraged to pursue graduate studies – with a view to developing research and teaching activities in pure or applied Mathematics or other related areas –, or to enter the job market, working in areas that benefit from a solid knowledge of mathematics.

Throughout the program, students have the opportunity to apply for scholarships and engage in faculty-led research projects. The program also integrates computational resources as additional tools for the application and resolution of more complex problems in pure and applied Mathematics.

Created in 2014 on the Blumenau Campus, the Mathematics program with an emphasis on Mathematics Education (licenciatura) aims to prepare students for a career in teaching in secondary schools. It also provides them with the necessary knowledge of the fields of research in Mathematics for furthering their studies at the graduate level.

The program has a qualified faculty team, with members holding doctoral degrees in the areas of Pure and Applied Mathematics, Mathematics Education, and Education.

Graduates in Mathematics from the Blumenau Campus will possess a strong awareness of their social responsibility as educators, along with the ability to adapt to diverse environments with the sensitivity needed to understand and address students’ needs.

In addition, they should also be aware of the contribution Mathematics can offer as a tool for the full exercise of citizenship and of their role in overcoming problems found in the teaching and learning process.

Learn more about the Mathematics Program (Blumenau Campus) by watching this video (in Portuguese):

The UFSC Mathematics program with an emphasis on Mathematics Education (licenciatura) prepares students for a career in teaching in secondary schools. Graduates  are  expected  to  be educators  who  are  aware  of  their role  and  committed  to  promoting mathematical knowledge as a tool for the full exercise of citizenship.

The Program’s curriculum has a threefold basis: mathematical knowledge, pedagogical knowledge and the theory-practice relationship. It provides students with:

• a solid mathematical background;
• a solid teaching/pedagogical training, regarding the formulation and interpretation of mathematical situations and their relations with other areas of knowledge;
• competence to work in basic education, with the understanding of the teaching practice as a dynamic process and as an agent of social transformation.

For degree completion, a supervised teaching internship is required. This internship allows students to experience their future career challenges.

The Materials Engineering program (Blumenau Campus) qualifies engineers based on: 1) theoretical training, 2) practical training, 3) character building, 4) employability, 5) student satisfaction level, and 6) cost-benefit ratio, through a cooperative model built along the lines of the Materials Engineering program on the Florianópolis Campus, as well as of those from the University of Waterloo and the Universidade de São Paulo.

Evidence has shown that engineering programs adopting this cooperative model produce excellent results. They are entirely in accordance with the need of interaction between universities and the community, not only in terms of providing technical training, but also in terms of contributing to the regional development and fostering social interaction. Innovative actions and the development of projects in a socio-technical perspective, with the involvement of the local community, will allow for the training of qualified professionals committed to the socio-economic development of the region.

The following skills are desired for Materials Engineering graduates and students:

• know the fundamental principles of Materials Engineering so as to be able to observe, interpret and analyze data and information, as well as to identify problems and propose solutions according to the knowledge acquired during the program;
• apply engineering knowledge and other related knowledge for the specification, dimensioning and functional design of production systems in the areas of metal-mechanics, polymers, ceramics, composite materials ceramic, among others;
• engage in complementary activities, as provided in the curriculum, such as: Scientific Initiation projects, multidisciplinary projects, socio-technical co-construction projects, technical visits, team work, development of prototypes, student tutoring, participation in Junior Enterprises, and other activities of socio-technical nature;
• be able to interpret, argue, communicate, write reports, and elaborate projects in accordance with the appropriate rules and technical standards;
• be able to work dialogically in the formulation and resolution of socio-technical problems involving different agents and social interests;
• have a worldview that emphasizes the social value of an activity, the environmental and social sustainability and the quality of life;
• have multidisciplinary knowledge and the ability to develop teamwork and responsible work in different contexts;
• make use of scientific and technological articles, both national and international, from refereed journals in the development of their professional activities.

The Program aims to prepare engineers to work in the transformation industry, in research, in advisory services, in activities directed to regional development and socio-technical innovation, and in public institutions. Graduates can find career opportunities in the following fields of work:

• transformation processes in industries, commerce, cooperatives, service sectors, among others;
• modernization, optimization and maintenance of production units;
• design and integration of production and transformation systems in engineering companies;
• design and installation of transformation units;
• scientific and technological research;
• development of new processes and products;
• technology companies;
• cooperatives and social organizations;
• social technologies;
• public and education institutions;
• reusing, recycling and environmental preservation;
• creation, management and development of their own business.

Materials Engineers graduated from UFSC should be able to assimilate and develop new technologies as well as to identify and solve problems with a critical and creative stance. Their goal is to meet societal demands through an ethical and humanistic perspective, taking into account the social, political, economic, environmental and cultural aspects involved.

Learn more about the Materials Engineering program (Blumenau Campus) by watching this video (in Portuguese):