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Programa Interunidades de Pós-Graduação

Coordination and Program Comittee

Program Coordinator: Profa. Dra. Juliana Gardenalli de Freitas (Campus Diadema)

Deputy Program Coordinator: Prof. Dr. Rodrigo Brasil Choueri (Campus Baixada Santista)


Deputy coordinator on the Diadema Campus: Profa. Dra. Simone Georges El Khouri Miraglia

Deputy coordinator on the Baixada Santista Campus: Prof. Dr. Leonardo Querubim Yokoyama


Program Comittee

Titulares

Profa. Dra. Juliana Gardenalli de Freitas

Prof. Dr. Rodrigo Brasil Choueri

Profa. Dra. Simone Georges El Khouri Miraglia

Prof. Dr. Leonardo Querobim Yokoyama

Prof. Dr. Cláudio Benedito Baptista Leite

Prof. Dr. Décio Luis Semensatto Junior 

Prof. Dr. Heron Dominguez Torres da Silva

Profa. Dra. Mirian Chieko Shinzato

Profa. Dra. Sheila Aparecida Correia Furquim

Prof. Dr. Theotonio Mendes Pauliquevis Júnior

Virgínia Hamer (estudiante) 

Sustitute:

Profa. Dra. Luciana Farias

Profa. Dra. Ana Luisa Vietti Bitencourt

Profa. Dra. Cristina Souza Freire Nordi

Arnaldo Silva Junior (estudiante) 


Conceptual Structure

The PPG-AAI is structured around an area of concentration in “integrated environmental analysis,” subdivided into lines of research that are stages of environmental analysis in the broad sense. These are called “environmental assessment, prognosis, and diagnosis,” “environmental monitoring,” and “environmental control and remediation.” Its premise is the indissoluble and complex relationship between all the elements that constitute the environment.

The research lines contribute towards knowledge generation, in which the improvement of methods, techniques, and principles involved in the approaches to environmental assessment, prognosis, and diagnosis contributes to the development of indicators and techniques for monitoring environmental impacts, which in turn, assist in defining environmental remediation and control actions (also taking into account management initiatives, social actions, and technologies to mitigate environmental impacts). Such actions, in turn, may indicate critical points for improving environmental assessment and monitoring. Thus, from this viewpoint, the research projects of a given line are interconnected with other lines of research, by taking inputs from one another, generating demands, inducing networking, and fostering interdisciplinary work.


Achieving this objective is guided by the program’s research projects, which are focused on addressing environmental problems, primarily those of the watersheds of the metropolitan region of São Paulo and the coastal zone of the Baixada Santista and related atmospheric basins. In this sense, the choice of a geographical watersheds cut-off line makes the spatial and temporal scale of the PPG-AAI study compatible with that of public environmental organizations, such as those that adopt integrated environmental management units. Thus, the projects executed in the PPG-AAI should provide results that meet societal demands in relation to the prevention, mitigation, and elimination of environmental impacts.



Laboratories

The PPG-AAI has research labs in the José de Filippi and Jose Alencar Gomes da Silva units on the Diadema campus and at the Ponta da Praia unit on the Baixada Santista campus. The basic furnishings were purchased and installed using the Institutional Technical Reserve of the REUNI funding program, complemented by funds from projects coordinated by program faculty. The total area of laboratories for program researchers is slightly over 800 square meters, distributed among the following units:

. Center for Ethnobotanical and Ethnopharmacological Studies (CEE) - Diadema campus

. Laboratory of Optical Banks[A1]  - Diadema campus

. Laboratory of Inorganic Biology and Environmental Toxicology - Diadema campus

. Laboratory of Biotechnology and Natural Systems - Diadema campus

. Laboratory of Catalysis and Green Chemistry - Diadema campus

. Chemical Processes Development Laboratory - Diadema campus

. Environmental Monitoring and Ecophysiology Laboratory - Diadema campus

. Systematics and Ecology Laboratory - Diadema campus

. Environmental Pollution, Health and Economics Laboratory - Diadema campus

. Electroanalytics and Electrochemistry Laboratory (LABEE) - Diadema campus

. Laboratory of Theoretical Studies in Gravity and Astrophysics - Diadema campus

. Soil Science and Environmental Geology Laboratory - Diadema campus

. Hybrid Materials Laboratory - Diadema campus

. Landscape Ecology and Paleoecology Laboratory - Diadema campus

. Laboratory of Calixarene Chemistry, Molecular Spectroscopy and Catalysis - Diadema campus

. Professor Otto Richard Gottlieb Bio-Organic Chemistry Laboratory - Diadema campus

. Organic Synthesis and Catalysis Laboratory - Diadema campus

. Interdisciplinary Laboratory of Environmental Pollution - Diadema campus

. Multiuser Laboratory of Spectrometry and Chromatography - Diadema campus

. Multiuser Laboratory of Oceanic Sciences - Baixada Santista campus

Interdisciplinarity

The PPG-AAI will establish the following mechanisms to promote interdisciplinarity:

. Offer required courses that integrate knowledge, simultaneously taught by faculty of different areas for a case study.

. Possibility of double and triple advising (advisory committee), in consonance with the new CAPES policy for interdisciplinary programs. The advisors will have equal responsibility and involvement, encouraging students to approach and integrate different perspectives in analyzing one problem during the project.

. The adoption of Problem-Based Learning (PBL) in the courses as a teaching strategy for competence building. Major themes will be proposed for the examples and class discussion in specific courses, which will allow students to re-examine a problem via different approaches in the specific courses.

. Intellectual education of students based on complexity theory, encouraging them to analyze the environment and its issues in a comprehensive and integrated manner.



Students Profile

The importance of multidisciplinary teams in constructing solutions for environmental problems is recognized. However, the actual networking of specialists in such teams depends on interdisciplinary professionals with a vision of what interaction, integration, and dialogue among specific disciplines is capable of promoting. Therefore, the program intends to nurture researchers with abilities and competencies for promoting dialogue in a network among different areas of knowledge, from an interdisciplinary perspective applied to environmental questions, capable of generating new knowledge related to the development of public policy, methodologies, and sustainable technologies to mitigate environmental impacts.


A professional who has concluded the program should be able to do the following:

. Ask questions, develop methodologies, test hypotheses, critically analyze results, and solve problems;

. Conceive, plan, and carry out research in the area of environmental sciences, and appropriately disseminate the results and understand the technical and scientific literature in his or her area of specialization;

. Participate in multidisciplinary teams as a networking agent and integrator of different areas of knowledge, promoting the understanding and adoption of an interdisciplinary vision, and guide actions aiming at appropriate treatment of environmental issues.



Pedagogical proposal

The research project to be developed by the student enrolled in the program must be aligned with one or more of the program’s lines of research, stimulating the concatenation of an interdisciplinary training in the area of the ​​environment. One of the mechanisms for achieving this is offering the content of three mandatory courses of study: integrated environmental analysis, interdisciplinary research and methodology, and general integrative seminars. The goal of these courses is to commence the theoretical and practical training of the student based on complexity theory and prepare him or her to work within an interdisciplinary approach in the environmental area, providing inputs for expanding his or her vision. To that end, these courses will be offered jointly by at least three faculty members (one from each line of research), thereby generating an opportunity to present problems and debates from the perspective of each program line, with the added benefit of reinforcing the interdisciplinarity of the faculty.


The curriculum also includes elective courses that will be offered on a regular basis, more specific to each line of research, in which the student must earn at least eight credits. Among the courses offered is “Special topics in integrated environmental analysis,” which will accommodate issues of exceptional interest to the program, so that visiting professors can teach particular subjects.


In all the courses, the teaching staff will be encouraged to adopt a teaching strategy based on Problem-Based Learning (PBL), in which the contents are disseminated through the study of actual cases. Coursework will be conducted at the students’ own pace and in accordance with their learning interests. In addition, specific proposed themes or environmental scenarios will be proposed, to be approached in the examples and exercises of all subjects offered in the same year, so that students have an opportunity to become familiar with different views about the same problem, helping them expand their understanding of the environmental area.


In addition to the subjects, students may obtain their required credits through complementary activities including guided studies, monitoring in undergraduate courses, orientation / co-orientation of scientific initiation, participation / organization of scientific events, abstracts, papers in events[A1] , reviews, book chapters, books, etc.), among other types. These activities will be governed by the legal instruments of the program’s course of study council, in accordance with the rules of the UNIFESP Graduate Teaching Commission.




COMPLETION OF CREDITS


Master's degree: The student must complete a total of 60 credits, with 23 credits allocated to courses (15 credits for required courses and 8 for electives), 2 credits for complementary activities, and 35 credits for research activities and thesis defense. The number of credits acquired from the courses of other programs may not exceed 30% of the total credits expected to be earned via courses.