Universidade Federal de Santa Catarina

Created in 2010, the Undergraduate Program in Indigenous Intercultural Education of the Southern Atlantic Forest 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 the degree.

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).

At UFSC, the Undergraduate Program in Rural Education was created in May 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, 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.

Graduates in Rural Education will be qualified to teach Natural Sciences and Mathematics, covering subjects such as Science, Physics, Chemistry, Biology, and Mathematics, in lower and upper secondary school.

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 at the lower and upper secondary education levels.

In addition to providing access to knowledge in the areas of Natural Sciences and Mathematics, 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 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 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):

The UFSC Materials Engineering program was established in 1998 and has graduated more than 800 materials engineers until today.

Innovative from its inception, the program has embraced unique approaches to teaching and learning, such as the cooperative curriculum. This model allows students to alternate between periods of study at the university and hands-on training in companies, where they complete supervised internships.

The  materials  engineer  will  be qualified  for  the  research, development  and  production  of functional  materials.  This  includes the  capacity  to  design  parts  or components  for  specific applications,  offering  solutions  for: improving productivity and reducing manufacturing  costs;  increasing component  lifespan;  and developing  innovative  materials, techniques  and  manufacturing processes  with  a  lower environmental impact.

Throughout the degree program, students complete two required internships, with the option to undertake an additional elective internship, each lasting 18 weeks. These internships are available across the three primary areas of Materials Engineering – ceramics, metals, and polymers – and students may also choose to intern in marketing and business management. All internships are paid.

This practice, however, does not affect the length of the five-year program. At UFSC, Materials Engineering students spend the first five semesters in the university and in the sixth semester they take the first required internship. Then, they return to UFSC for another semester of studies and in the next one they move to the second internship. Finally, in the last semester – which is made up of elective courses –, they can take a third internship in an industrial setting. This early contact with the job market provides students with the equivalent of one and a half year of professional training and experience. In addition to learning the tasks they will perform in their future career, the students gain knowledge on work relationships, discipline, hierarchy and on how to behave in the professional world.

The Library Science program trains professionals capable of locating, storing, retrieving and organizing information in any medium: from books and paper documents to those stored in electronic databases or available on the Internet.

Diversity and versatility are hallmarks of the Library Science graduate, who is skilled in creating information access tools and conducting library marketing and promotional activities. Graduates can find employment in a variety of settings, including companies, organizations, law firms, trade unions, museums, newspapers, and federal, state, or municipal government agencies that have libraries or documentation centers.

In the computer lab, students develop research techniques especially focused on the internet, which is gaining increasing relevance, as it creates new job positions. Other traditional areas of study are also included in the program.

The curriculum is comprised of around 50 courses, grouped into three areas: general foundations, including courses taught in other programs; instrumentals, which covers subjects in the fields of languages, logic and research methods and techniques; and professional training, which provides students with the theoretical foundations of library science.

Throughout the program, students can engage in a number of outreach activities developed in two support libraries: the Education Library and the Virtual Library in Library Science and Information Science. Additionally, they have access to the Document Conservation and Restoration Laboratory and the Information Handling Laboratory, which is dedicated to the study and thematic analysis of texts and books, providing a valuable opportunity to explore different fields of knowledge.

UFSC Law program is derived from the Faculty of Law of Santa Catarina and it was the first Law degree to be offered in the state, established in Florianópolis in 1932. It became part of UFSC in 1960.

The program aims to prepare professionals for the legal practice, equipping them with technical knowledge, a critical view and social and political consciousness. The program’s curriculum includes a strong humanist base, which combines the need for a dogmatic and practical training and an education concerned with the development of a truly conscious and participatory citizenship.

For degree completion, in addition to achieving the number of credits for required courses and completing a final thesis (TCC), students must obtain 324 class hours of elective courses, 360 hours of internship experience and 360 hours of complementary activities (including research and outreach activities, extracurricular courses and internships, and student representation).

In addition to the degree requirements, Law students can develop research activities in the Tutorial Education Program (PET) or take part in research carried out by faculty members of the Department of Law. Many of the program’s faculty members are internationally recognized authorities in several fields of Law.

Supervised internship is developed in the Office for Legal Assistance (EMAJ), linked to the Legal Practice Center (NJP), which offers legal assistance to the disadvantaged community. Due to an agreement between UFSC and the Court of Justice of the State of Santa Catarina, since 1993, students can profit from a forum located inside the university. Initially, the forum served the activities of the EMAJ only, but today the Regional Forum of the North of the Island is a pioneer in providing decentralized legal services (Special Courts). It comprises four courts, an auditorium for 200 peoples, and a structure to perform real juries.

The program also has modern and well-equipped facilities, with large classrooms, an exclusive branch library and a computer lab.

Learn more about the Law program by watching this video (in Portuguese):