USP Academy

• PhD. Paula Carvalho Pereda – USP School of Economics, Business, Accounting and Actuarial Science
• PhD. Andrea Lucchesi – USP School of Arts, Sciences and Humanities

• PhD. Edson Severnini – Boston College

Face-to-face teaching on campus

50

USP School of Economics, Business, Accounting and Actuarial Science/ São Paulo

Starting date: July 13

Ending date: July 17

Monday to Friday: 9:30 a.m. – 12:30 p.m. and 2:30 p.m. – 5:30 p.m.

English

The choice of the course topic—Economics of Climate Change—is justified by the urgency and global relevance of the climate crisis, which poses complex challenges to contemporary economies and societies. The course adopts an interdisciplinary approach, with an emphasis on economic analysis, to equip students to understand and propose solutions for the economic, social, and environmental impacts of climate change. The selection of Boston College as a partner institution is based on the university’s academic excellence in the fields of sustainability and public policy, particularly through the Schiller Institute for Integrated Science and Society, which brings together researchers with strong engagement in climate-related issues. The proposal contributes to the internationalization of education by fostering the exchange of academic and methodological perspectives among faculty and students from both institutions, strengthening bilateral cooperation and creating future opportunities for mobility, joint research, and the development of academic networks.

Climate change and its adverse economic, social, and environmental impacts represent one of the greatest challenges facing humanity today. This interdisciplinary course—centered on economic analysis—aims to provide students with a comprehensive and in-depth understanding of the economic dimensions of climate change and sustainable development. It covers fundamental concepts and special topics in the Economics of Climate Change, including the science-policy interface, methods for estimating climate impacts, mitigation and adaptation strategies, implementation challenges, climate justice, and financing mechanisms. By the end of the course, students will be equipped with the theoretical foundations and practical tools necessary to analyze climate-related issues and contribute to the formulation of efficient, sustainable, and resilient climate policies.

1. Background on Climate Change Science
2. Impact of Climate on Health, Agriculture, and others
3. Fossil Fuel Economics
4. Mitigation Economics
5. Adaptation Economics
6. Integrated Assessment Model
7. Climate public policies and Policy Instruments
   1. Carbon Pricing Policies
   2. Command and Control Policies
8. Climate Justice and Financing

naraliviamorais@usp.br

• PhD. Sofia Batista Ferraz – USP School of Economics, Business, Accounting and Actuarial Science
• PhD. Silvio Koiti Sato – USP School of Communications and Arts

• PhD. Russell Belk – York University/Canada

Face-to-face teaching on campus

50

USP School of Economics, Business, Accounting and Actuarial Science/São Paulo

Starting date: July 13

Ending date: July 17

• Monday to Friday
  • Morning session: 9 a.m. – 12 p.m.
  • Afternoon session: 2 p.m. – 5 p.m.

English

The growing complexity of contemporary consumption practices demands theoretical and methodological approaches capable of interpreting phenomena in a multidimensional way in order to address major global challenges such as climate change, inequality, immigration, political polarization, and technological diffusion. The course seeks to bring together interdisciplinary contributions from Communication, Business Administration, Sociology, and Anthropology to examine consumption as a cultural practice, a communicational process, and a device of symbolic and market mediation. Through the cultural lens of consumption, it is possible to discuss the dynamic relationships between consumer actions, cultural meanings, and the market, as well as to critically assess topics such as business and market creation, consumer-driven innovation, and trend research.

1. Promote interdisciplinary reflections on contemporary consumer practices
2. Engage students in global discussions through the integration of Brazilian and international perspectives;
3. Analyze the processes and dynamics of consumer cultures and account for their impact on branding and market communication strategies; and
4. Critically reflect on theoretical and practical aspects of the field of Consumer Culture Theory and its relation to adjacent fields.

1. Introduction to Consumption Studies
2. Consumer Culture Theory (CCT)
3. Consumption and Marketing
4. Consumption and Communications
5. Consumption and Identity: Gender, Ethnicity, Class
6. Digital Consumption
7. Consumption and Technology
8. Consumption Research in Brazil

marinacarvalho@usp.br

• PhD. Luiz Fernando Manzoni Lourencone – Bauru School of Detistry
• PhD. Nivaldo Alonso – USP Medical School

• Roberto L. Flores – New York University/USA

Face-to-face teaching on campus

140

Bauru Medical School/Bauru City

Starting date: July 22

Ending date: July 25

• Wednesday to Saturday
• Morning session: 9 a.m. – 12:30 p.m.
• Afternoon session: 2 p.m. – 6 p.m.

English

This course aims to train undergraduate and graduate students in the interdisciplinary care of patients with cleft palate, with a specific focus on long-term hearing outcomes, middle ear disorders, and speech rehabilitation.

• Describe the embryological, anatomical, and functional bases of cleft palate and its impact on speech and hearing;
• Identify and classify otologic conditions associated with cleft palate, such as otitis media with effusion and conductive hearing loss;
• Present protocols for longitudinal audiological monitoring and otologic follow-up in cleft care;
• Compare interdisciplinary clinical and surgical management strategies from global craniofacial centers;
• Foster collaborative dialogue across otolaryngology, audiology, speech therapy, and craniofacial surgery;
• Discuss research findings and clinical protocols regarding ventilation tube placement, hearing aids, and cochlear implants in complex cases.

1. Craniofacial embryology and cleft palate classification;
2. Diagnosis and management of middle ear disorders in cleft palate;
3. Audiological monitoring and hearing rehabilitation in cleft populations;
4. Speech and language development in children with cleft palate;
5. Otologic and surgical strategies: ventilation tubes and cochlear implants;
6. Interdisciplinary teamwork and coordination in cleft care;
7. Case discussions and comparative international protocols.

rafaelmd@usp.br

• PhD. Christian Millo – USP Oceanographic Institute
• PhD. Douglas Galante – USP Geosciences Institute

• PhD. Stefano Covelli – University of Trieste/Italy

Face-to-face teaching on campus

30

USP Oceanographic Institute/São Paulo

Starting date: July XX

Ending date: July XX

• Monday to Friday
• Morning session: 9 a.m. – 12 p.m.
• Afternoon Session: 2 p.m. – 5 p.m.

English

The deep ocean hosts vast mineral reserves in the form of polymetallic nodules, cobalt-rich crusts, and hydrothermal sulfides. These deposits have been gaining relevance in the current geopolitical context as important resources for the development of renewable energies and the energy transition. At the same time, deep-sea mining development projects raise concerns in both scientific and social spheres due to potential negative impacts on fishing communities and ocean health. All of this has been driving new research lines focused on multidisciplinary studies of deep-sea mineral deposits.

Thus, this course aims to present a broad overview on deep-sea mineral deposits, their geological, economic and biochemical aspects, using the South Atlantic as case study.

1. Geographic Distribution, classification and general aspects of deep-sea minerals: polymetallic nodules, cobalt-rich crusts and massive sulfides;
2. Bacterial formation of deep-sea minerals and indicators of early life on Earth. Analogy with biominerals on Mars;
3. Chemical composition of deep-sea minerals. Elemental analysis and mineral analysis. Raman spectroscopy and synchrotron techniques;
4. Deep-sea minerals in the Brazilian maritime territory: the Rio Grande Rise as a case study;
5. Deep sea minerals: economy and geopolitics in Brazil and worldwide;
6. Deep-sea mining and environmental protection;
7. Mineral residues on land: a potential source for critical elements.

millo@usp.br

• PhD. Larissa Alves de Lira – USP Faculty of Philosophy, Languages, and Human Sciences
• PhD. Fernando Dias Menezes de Almeida – USP Faculty of Law

• PhD. Antony Dabila – Science Po Paris

Face-to-face teaching

50

USP Faculty of Philosophy, Languages, and Human Sciences/ São Paulo

Date de début: July 13

Date de fin: July 31

Monday to Thursday: 9 a.m. – 1 p.m.

French

L’évolution du monde actuel est porteuse de dynamiques nouvelles, issues de la fin de l’hégémonie américaine, entre 1991 et le début des années 2020. Afin de comprendre dans quelle direction se dirige le système international, tant du point de vue économique, que stratégique et légal, nous proposons un cours intégré mêlant des approches géographique, géopolitique et juridique. Ce programme vise ainsi à initier les étudiants aux grands enjeux planétaires auxquels font face les démocraties, tout en leur faisant comprendre la multiplicité et la diversité des acteurs participant à cette nouvelle étape de la mondialisation.

Les démocraties sont-elles en mesure de s’adapter aux changements profonds que connaît notre monde (affirmation de la puissance chinoise, industrialisation des pays émergents, transformation de la guerre et retour des politiques de puissance) ? Quelle forme prendra le système mondial et les États-nations démocratiques ont-ils les atouts et la stabilité nécessaires pour en tirer partie?

Telles seront les questions abordées dans ce cours, séparé en trois blocs permettant de saisir les principales tendances globales contemporaines, en collaboration avec Sciences Po Paris, l’université partenaire étrangère de ce cours. Institution reconnue pour son ouverture internationale et son expertise dans l’analyse des enjeux globaux, sa capacité à offrir une perspective complémentaire sur la compréhension des dynamiques contemporaines constituera un apport essentiel pour les étudiants curieux du devenir de la démocratie dans un monde multipolaire et polycentrique.

Semaine 1

• Conférence d’ouverture par Fernando Menezes (3h);
• Première partie thématique : Géographie, Système mondiale, Démocratie (Larissa Alves de Lira);
• Cours 1 : Introduction au système mondial (4H);
• Cours 2 : Géographie économique & dynamiques globales de la démocratie (4H);
• Cours 3 : Vers une démocratie globale ? (4H).

Semaine 2: (Coordenation: Fernando Molnar)

• Activité culturelle 1 : Visite au campus de Butãtan et à la bibliothèque Brasiliana (4H);
• Activité culturelle 2 : Visite du centre de São Paulo (4H);
• Présentation du travail du doctorant : Démocraties et changement climatique (3H) (Fernando Molnar);
• Conférence intermédiaire : Hégémonie perdue, Hégémonie ascendante & Chaos mondial (3h) (en anglais). Correy Paine (Richmond University, USA) (3H).

Semaine 3

• Deuxième partie thématique : Relations internationales et conduite stratégique des Etats démocratiques (Antony Dabila);
• Cours 1 : Types de systèmes mondiaux et histoire des systèmes internationaux (4H);
• Cours 2 : Equilibre des puissances et adaptations aux enjeux globaux (4H);
• Cours 3 : Scenarios & Prospectives Stratégiques (4H).

Conférence de clôture : Fernando Menezes (3H)

Évaluation : rendre un essai en français ou en anglais (5 pages).

ccinnfd@usp.br

• PhD. Tiago Fonseca Albuquerque Cavalcanti Sigahi – USP Polytechnic School of Engineering
• PhD. Lucas Gabriel Zanon – São Carlos School of Engineering

• Monica Rossi - School of Management, Politecnico di Milano, Italy

Face-to-face teaching on campus

20

USP Polytechnic School of Engineering/São Paulo; São Carlos School of Engineering/São Carlos

Starting date: July 13

Ending date: July 22

• (1st week) Monday to Friday: 6 p.m. – 10 p.m.
• (2nd week) Monday to Wednesday: 6 p.m. – 10 p.m.

English

This course aims to introduce students to the fundamentals of supervised and unsupervised machine learning, with a focus on practical applications in contexts related to sustainability. This is an introductory course aimed at providing a solid foundation for understanding key concepts, techniques, and workflows in machine learning, using Python and modern libraries for data analysis, visualization, and predictive modeling. The course will explore examples and case studies connected to sustainability challenges such as climate change, circular economy, efficient resource use, sustainable management, and responsible supply chains. By the end of the course, students are expected to be able to perform basic data analyses and apply simple machine learning models for exploratory and investigative purposes in research focused on sustainability.

1. Introductory concepts of supervised and unsupervised machine learning;
2. Types of machine learning problems (classification/regression) and applications in operations management and sustainability research;
3. Exploratory data analysis and data visualization with Python;
4. Data preprocessing techniques; linear and logistic regression;
5. Instance-based methods: k-nearest neighbors (KNN); probabilistic classifiers: Naive Bayes;
6. Maximum margin models: support vector machines (SVM); decision trees;
7. Ensemble models: random forests;
8. Evaluation of predictive models;
9. Cross-validation and hyperparameter tuning using grid search;
10. Clustering techniques: k-means; introductory concepts of natural language processing (NLP) and sentiment analysis;
11. Hands-on implementation using Python libraries (scikit-learn, matplotlib, plotly, pandas, textblob);
12. Overview of sustainability research: leading journals, research areas, key concepts, and examples;
13. Development of a final project applying models to real-world problems in operations management and sustainability.

tiagosigahi@usp.br

• PhD. Cyntia Santos Malaguti de Sousa – USP Faculty of Architecture, Urbanism, and Design
• PhD. André Leme Fleury – USP School of Engineering

• PhD. Valentina Rognoli – Politecnico di Milano

Face-to-face teaching on campus

30

USP Faculty of Architecture, Urbanism, and Design/ São Paulo

Starting date: July 27

Ending date: July 31

Monday to Friday – 9 a.m. – 12 p.m. / 2 p.m. – 5 p.m.

English

The incorporation of sustainability principles into product design processes has become a fundamental demand. A relevant strategy to mitigate the environmental and social impacts of this activity lies in the adoption of systemic analyses of production chains, grounded in the principles of the circular economy. This involves strengthening local networks and encouraging experimental approaches with emerging or underutilized materials.

In this context, the course “Material-Driven Design and Systems Thinking for Circular Innovation” aims to explore how materials and systems can be mobilized to support transitions toward regenerative futures. The course structure combines two complementary approaches: (a) Material-Driven Design, an approach that positions materials as the starting point in defining the practical, aesthetic, and symbolic functions of products, contributing to innovative and context-specific solutions; and (b) systems thinking, which enables the analysis of complex networks of relationships between actors, resources, and processes, guiding the development of solutions aligned with material flows and sociotechnical dynamics.

In a context marked by environmental crisis, resource scarcity, and the need to rethink production systems, this international short course invites participants to explore how materials can act as drivers of circular innovation and systemic transformation in product design. By integrating two complementary approaches — Material-Driven Design (MDD) and Systems Thinking — the course provides theoretical grounding and methodological tools to address the complex challenges of sustainability from a design perspective. Using urban wood, a byproduct of city tree management, as a cross-cutting case study, students will investigate how emergent or underused materials can be reimagined through design to generate sociocultural, environmental, and economic value. Course topics:

1. Designing for Circular Innovation: Foundations of circular economy and regenerative design; Socio-technical transitions and sustainability in design; Challenges and opportunities for innovation in local contexts;
2. Material-Driven Design (MDD): Theoretical background and principles of MDD; Materials as drivers of form, function, and meaning; Methodological tools for material-oriented research and design;
3. Systems Thinking and Design: Frameworks and historical links with design; Tools for mapping systems (actors, flows, infrastructures, policies); Interfaces with design thinking, sustainability, and innovation;
4. Valorization of Emergent and Overlooked Materials – The Case of Urban Wood: Characteristics and challenges of urban wood as a design material; Cascading use strategies and life-cycle thinking; International case studies and circular business models;
5. Advancing Circular Innovation through Research: Presentation of ongoing works from PodaLab (University of São Paulo) and Materials Design for Transition (Politecnico di Milano) research groups; Discussion of opportunities for applied research and academic cooperation;
6. Group Pitch and Critical Reflection: Development of group pitches integrating course concepts; Application of MDD and systemic design frameworks to selected material or territorial challenges; Collective reflection on learnings and future research directions.

caiodutra@usp.br

• Associate Professor Marcelo Tramontano – USP Institute of Architecture and Urbanism
• PhD. Nilce Aravecchia-Botas – USP Faculty of Architecture, Urbanism, and Design

• Associate Professor QING Feng – School of Architecture, Tsinghua University/China
• Associate Professor LIU Yishi – School of Architecture, Tsinghua University/China
• Titular Professor Rosa Aboy – Facultad de Arquitectura, Diseño y Urbanismo, Universidad de Buenos Aires/Argentina

Face-to-face teaching on campus

65

USP Faculty of Architecture, Urbanism, and Design/São Paulo

Starting date: July 20

Ending date: July 31

Monday to Friday: 9 a.m. – 12 p.m.

English and Spanish

The course aims to:

1. Characterize and historically contextualize the modern architectural model produced and disseminated worldwide by North Atlantic countries in the first half of the 20th century, and its hegemonic nature;
2. Critically compare the processes of imposition, assimilation, and transformation of the modern Europe-US-led model of architecture in Brazil, China, and Latin America;
3. To reexamine and expand studies on the origins of modern architecture in Brazil, China, and Latin America, in relation to buildings, cities, and territory, according to the historical and geopolitical perspective of decolonial thought;
4. Consider the international geopolitical situation and the role of European and US governments, financial and industrial agents, and global distribution chains in shaping patterns of lifestyles, teaching, and production of architecture and construction technologies in Brazil, China, and Latin America;
5. Identify the historical erasure of other architectures, ways of building, and worldviews in countries of the global South, in the process of imposing a hegemonic architectural and urban model;
6. Address the role of universities in teaching and research in the field of Architecture and Urbanism, which contributes to the consolidation of the modern Euro-US model of architecture and urbanism;
7. Explore the potential and limits of the decolonial perspective for the investigation of processes specific to the field of Architecture and Urbanism;
8. Expand Brazilian and Latin American theoretical frameworks with contributions from Chinese and Eastern references.

1. Introduction to the course, faculty, and institutions involved. Introduction to USP's graduate program structure. Introduction to the Decolonial Perspective: the Global North, the Global South, and Power Relations.;
2. Chinese theoretical frameworks for examining modern architecture and urbanism;
3. Historical contextualization and formal, spatial, and technopolitical characterization of the modern Euro-US model of architecture and urbanism;
4. Processes of imposition, assimilation, and transformation of the modern Euro-US model of architecture and urbanism in Brazil, China, and Latin America;
5. Other notions of modernity: architectural expressions from the South that suffered historical erasure due to the universal imposition of a hegemonic model;
6. City-country relations in the constitution of counter-hegemonic initiatives;
7. Universities and the consolidation of the modern Euro-US model of teaching and research in architecture;
8. The current cultural, economic, and technological domination of the global North over the South, through the teaching and production of architecture.

The course is structured into three thematic blocks: 1. ARCHITECTURES; 2. CITIES; and 3. TERRITORIES, the latter examining urban-rural relations from a multi-scalar perspective. Each block consists of three classes (each 3 hours long): Class 1: Brazil, Class 2: China, and Class 3: Latin America, totaling nine classes, three in each thematic block.

The tenth class consists of a debate with active student participation. Throughout the previous nine classes, students will prepare sets of questions they found relevant in class and present them in this final class as points for a collectively developed agenda. Students will work in groups comprising members from different universities.

ccintiau@sc.usp.br

• PhD. André Fujita – USP Institute of Mathematics and Statistics
• PhD. Helder Takashi Imoto Nakaya – School of Pharmaceutical Sciences

• PhD. Masao Nagasaki – Medical Institute of Bioregulation – Kyushu University/Japan
• PhD. Atsushi Doi – Medical Institute of Bioregulation – Kyushu University/Japan

Face-to-face teaching on campus

60

USP Institute of Mathematics and Statistics/São Paulo

Starting date: July 13

Ending date: July 31

Monday to Friday: 8 a.m. – 9 p.m.

English

The objective of the course is to ensure that students understand the principles of network AI statistics and apply them to empirical biological networks. One of the course’s objectives is also to present the graduate programs at the University of São Paulo to international students (USP), such as the Bioinformatics Interunits Graduate Program (PPGIB).

1. Random graph models (Erdös-Rényi, geometric, k-regular, Watts-Strogatz, Barabási-Albert)
2. Graph spectrum and graph spectral entropy
3. Non-parametric statistical methods for graphs, including parameter estimation, model selection, comparative tests, correlation analysis, Granger causality, and both supervised and unsupervised classification
4. Graph neural networks. Efficient methods for spectral density approximation and vertex-wise graph spectral decomposition
5. Omics data generation techniques, with emphasis on single-cell RNA sequencing and spatial transcriptomics
6. Applications in molecular and cellular networks, network medicine, and precision medicine, highlighting how graph-based methods can be used to model biological systems and patient heterogeneity

andrefujita@usp.br

• PhD. Fabio da Veiga Ued – Ribeirão Preto Medical School
• PhD. Hugo Tourinho Filho – School of Physical Education and Sport of Ribeirão Preto

• PhD. Sébastien Ratel – Clermont Auvergne University/France

Face-to-face teaching on campus

30

Ribeirão Preto School of Medicine/Ribeirão Preto

Starting date: July 15

Ending date: July 30

See course content below

English

To provide international students with an interdisciplinary and immersive academic experience focused on Brazilian health promotion practices in early childhood, with emphasis on the integration of nutrition and physical activity in daycare settings at the University of São Paulo. The course aims to develop both theoretical and practical skills through lectures, case studies, technical visits, and collaborative discussions, fostering academic and cultural exchange while highlighting institutional strategies that support the integral development of preschool-aged children.

Course Schedule

• Day 1 (July 15th) (9h–10h30)
  • Activities: Overview of Early Childhood Education in Brazil and Presentation of the USP Carochinha Nursery and Preschool, with Emphasis on the Pedagogical Approach and Educational Philosophy.
  • Pedagogy Intern (Mariana Alves)
  • Homework (1h30)
• Day 2 (July 16th) (9h–11h)
  • Activities: Importance of anthropometric assessment in preschoolers: from preventing chronic diseases to improving school performance; Brazilian public policies aimed at nutritional assessment in schools (SISVAN, PSE).
  • Instructor: Nutrition Professor (Fabio Ued and Leticia Bizari)
  • Homework (1h30)
• Day 3 (July 17th) (9h–10h30)
  • Activities: Nutritional education with caregivers, parents, and children; PNAE and Brazilian Food Guide; Brazilian research involving nutritional assessment and nutritional education in schools
  • Instructor: Nutrition Professor (Fabio Ued and Leticia Bizari)
  • Homework (1h30)

• Day 4 (July 20) (9h–10h30)
  • Activities: Practical analysis of daycare menus; alignment with PNAE; critical discussion.
  • Instructor: Nutrition Professor (Fabio Ued and Leticia Bizari)
  • Homework (1h30)
• Day 5 (July 21st) (13h–17h)
  • Cultural Activities
• Day 6 (July 22nd) (9h–10h30)
  • Activities: Physical, motor, cognitive, and affective development during childhood (2 to 6 years).
  • Instructor: Physical Education Professor and Physiotherapy Professor (Hugo Tourinho and Ana Claudia)
  • Homework (1h30)
• Day 7 (July 23rd) (9h–10h30)
  • Activities: Guidelines for developing physical education and sports programs for children in France (2 to 6 years)
  • Instructor: Guest Professor (Sébastien Ratel)
  • Homework (1h30)
• Day 8 (July 24th) (9h–10h30)
  • Activities: Guidelines for developing physical education and sports programs for children in Brazil (2 to 6 years)
  • Instructor: Physical Education Professor (Hugo Tourinho)
  • Homework (1h30)

• Day 9 (July 27th) (9h–10h30) – Individual Presentations: Research Exchange
  • Activities: Students present ongoing research or extension projects related to early childhood nutrition or physical activity.
  • Instructor: All instructors
  • Homework (1h30)
• Day 10 (July 28th) (13h–17h)
  • Cultural Activities
• Day 11 (July 29th) (9h–12h) – Final Presentations and Wrap-Up
  • Activities: Final student presentations: activity proposals to be implemented in daycares, based on course learnings.
  • Instructor: All instructors
• Day 12 (July 30th) (9h–12h) – Workshop: On-site Visit to USP Daycare
  • Activities: Guided observation of daily routines; discussion of food service, physical activities, and pedagogical integration.
  • Instructor: All instructors
• Assessment Method:
  • Method: Answering essay questions at the end of each class and presenting seminars.
  • Criteria: Obtaining a grade higher than 7 points (out of a total of 10 points). Remedial
  • Standard: Answering multiple-choice questions on the topic covered.

leticia.bizari@usp.br

• PhD. Erica Gomes Pereira – USP School of Nursing
• PhD. Marilia Cristina Prado Louvison – USP School of Public Health

• Stephen Timmons – University of Nottingham/UK

Face-to-face teaching on campus

50

USP School of Nursing/São Paulo

Starting date: July 15

Ending date: July 22

• Wednesday to Tuesday
  • Morning session: 9 a.m. – 12 p.m.
  • Afternoon session: 2 p.m. – 4:30 p.m.

English

This course offers an interdisciplinary exploration of the One Health approach and its integration into health system resilience frameworks, with a focus on middle-income countries. Participants will engage with the foundations of One Health, explore drivers of emerging health threats, and examine intersectoral strategies for risk management and emergency preparedness. Through lectures, practical activities, field visits to primary care units and local communities, and a final exercise, the course will promote critical reflection and equip participants with tools to apply the One Health approach in professional practice and public health contexts.

1. Foundations of the One Health Approach
2. Health Systems Resilience: concepts and applications
3. Drivers of emerging health threats in the One Health context
4. Intersectoral strategies and integrated risk management
5. Practical applications and professional integration
6. Guided tour to Butantã microregion, West Zone of São Paulo
7. Guided tour to neighbouring communities and primary care units
8. Final exercise to consolidate learning on stakeholder engagement planning
9. Review and evaluation of the course

egpereira@usp.br

• PhD. Ana Cláudia Castilho Barone – USP Facultad de Arquitectura, Urbanismo y Diseño
• PhD. Flávia Mateus Rios – USP Facultad de Filosofía, Letras y Ciencias Humanas

• PhD. Mara Viveros Vigoya – Universidad Nacional de Colombia

Face-to-face teaching on campus

60

USP Facultad de Arquitectura, Urbanismo y Diseño / São Paulo

Fecha de inicio: July 14

Fecha de finalización: July 30

• Días 14, 16, 21, 23, 28 y 30/07/26 (martes y jueves), 14:00 – 18:00
• Día 25/07/26 (sábado), 10:00 – 16:00

Español

En América Latina, las demandas por derechos de las poblaciones racializadas, negras e indígenas han atravesado diversos ciclos políticos durante los siglos XX y XXI, desde la formación de los Estados-nación bajo el signo del mestizaje, que legitimó la asimilación, la explotación económica y la expropiación territorial, hasta las Constituciones que garantizaron derechos multiculturales en contextos neoliberales. En el siglo XX, tanto el neoliberalismo como el mestizaje fueron cuestionados por movimientos antirracistas urbanos y rurales en todo el continente, generando una nueva gramática de derechos que involucra el reconocimiento asociado a reparaciones simbólicas y materiales

El curso tiene como objetivo revisitar las dinámicas socioculturales históricas y contemporáneas de la región, ofreciendo una visión amplia de las Américas, explorando los conceptos de reconocimiento y reparaciones como dos paradigmas centrales para la gramática de las luchas y movilizaciones por justicia y derechos. El curso profundiza en casos paradigmáticos de algunos países, como Colombia, México, Argentina, Chile, Ecuador y Brasil, a la luz de los hallazgos de los especialistas invitados. Otras dimensiones relevantes son: la promoción del encuentro de diferentes generaciones de investigadores; el fortalecimiento de las universidades latinoamericanas y la autonomía de las redes del Sur Global; la promoción del diálogo internacional e interdisciplinario; y el intercambio de conocimiento teórico y práctico con integrantes de la sociedad civil e investigadores de organismos gubernamentales

El curso se divide en seis clases teóricas y un día de actividades prácticas, que consisten en un recorrido por el barrio de Bixiga y una exposición, según lo siguiente:

1. Movilizaciones colectivas y activismos comunitarios en América Latina (Mara Viveros);
2. Políticas de reparación en las Américas (Agustín Lao-Montes);
3. Territorios rurales, cultura y políticas: perspectivas comparativas (Laura García Corredor y Givânia Silva);
4. Espacio, cultura y política urbana: Santiago de Chile y São Paulo (Luis Breceño González y Gisele Brito);
5. Visita al barrio de Bixiga, con un recorrido que destaca la presencia histórica en el territorio, las prácticas sociales y el activismo contemporáneo de la población negra;
6. Visita a la exposición “Ritmos de Permanencia: Vai-Vai y los Diseños del Tiempo”;*
7. Racismo y luchas por reparación: Argentina y Ecuador (Federico Pita y Luis Breceño González);
8. Poder, reconocimiento y territorio: censos en México y Brasil (Heriberto Ruiz Ponce y Fernando Damasco).

Las docentes responsables, Flávia Rios y Ana Barone, se encargarán del desarrollo de las clases, la propuesta de debates y la articulación entre los temas abordados y la bibliografía sugerida. La estudiante de doctorado Karen Pessoa Freire actuará en la organización de los grupos de trabajo y en el fomento de la discusión de la bibliografía a través de lecturas programadas a lo largo del curso. La funcionaria Paula Vieira colaborará en el contacto con los distintos grupos que conforman el público objetivo, así como en la comunicación relacionada con el minicurso y en la elaboración de documentos y emisión de certificados.

*La exposición “Ritmos de Permanencia: Vai-Vai y los Trazos del Tiempo” será producida conjuntamente con estudiantes de pregrado y posgrado de la USP durante el segundo semestre de 2025, en el marco de la Actividad de Extensión Universitaria AEX-FAU-00045.01, ya aprobada e inscrita en el sistema Apolo-USP, y está prevista su inauguración para el primer semestre de 2026.

1. Teórico y analítico: Discusión y difusión del estudio y comprensión de las implicaciones teóricas y políticas de las luchas por el reconocimiento de los sujetos de derecho, de las prácticas sociales y del territorio, así como de la formulación de políticas de reparación.
2. Político y empírico: Presentación y debate de diversas experiencias empíricas de luchas por el reconocimiento y de políticas concretas de reparación, implementadas en diferentes contextos territoriales latinoamericanos.
3. Internacionalización: Consolidación de articulaciones intelectuales para la construcción de una base común con miras a futuros desarrollos en investigaciones en red.
4. Extensión Universitaria: Sistematización e intercambio de saberes, procesos y estrategias políticas de reconocimiento y reparación en relación con los sujetos de derechos afrolatinoamericanos y sus territorios de luchas y prácticas sociales.

ccintee@usp.br

• PhD. Tadeu Fabricio Malheiros – USP School of Public Health
• PhD. José Rodolfo Scarati Martins – USP School of Engineering

• Rafael Cordova Uvidia - Escuela Superior Politecnica de Chimborazo
• PhD. Jaime Alberto Romero Infante - El Bosque University
• PhD. Denes Matyas - University of Szeged
• PhD. Tevhide Serra Gorpe - University of Sharjah
• PhD. Ouajdi Korbaa - University of Sousse
• PhD. Baiduri Widanarko - Universitas Indonesia
• Serdar Gedayev - Oguz Han Engineering and Technology University

Face-to-face teaching on campus

93

USP School of Public Health/ São Paulo

Starting date: July 13

Ending date: July 24

• 13/07/2026 (Monday): 9 a.m. – 12 p.m. (synchronous online – 3h)
• 14/07/2026 (Tuesday): 9 a.m. – 12 p.m. (synchronous online – 3h)
• 15/07/2026 (Wednesday): 9 a.m. – 12 p.m. (synchronous online – 3h)
• 16/07/2026 (Thursday): 9 a.m. – 12 p.m. (synchronous online – 3h)
• 17/07/2026 (Friday): 9 a.m. – 12 p.m. (synchronous online – 3h)
• 20/07/2026 (Monday): 9 a.m. – 12 p.m.; 2 p.m. – 5 p.m. (in-person and synchronous online – 6h)
• 21/07/2026 (Tuesday): 9 a.m. – 12 p.m.; 2 p.m. – 5 p.m. (in-person and synchronous online – 6h)
• 22/07/2026 (Wednesday): 9 a.m. – 12 p.m.; 2 p.m. – 5 p.m. (in-person and synchronous online – 6h)
• 23/07/2026 (Thursday): 9 a.m. – 12 p.m.; 2 p.m. – 5 p.m. (in-person and synchronous online – 6h)
• 24/07/2026 (Friday): 9 a.m. – 12 p.m.; 2 p.m. – 5 p.m. (in-person and synchronous online – 6h)

English

The proposed course, “The Sustainable Universities: Global Practices & Sustainable Development Goals,” focuses on the United Nations’ Sustainable Development Goals (SDGs) and the 2030 Agenda. This theme is urgent and highly relevant across public and private institutions, with universities making significant efforts to institutionalize the 2030 Agenda within their teaching, research, outreach, and campus management activities. The topic is, therefore, interdisciplinary, encouraging the participation of students from various fields in a collaborative learning environment. Conceived as an introduction to one of the most pressing issues faced by our generation—“How can the world progress in a socially inclusive, environmentally sustainable, and financially viable way?”—the course addresses the complex interplay between the economy, social life, and the planet’s physical and biological environment, as well as the consequences of human activities on the environment and possible solutions to address them. These issues will be discussed and contextualized in light of the realities of the different participating countries.

To promote the learning of different theories and practices of sustainability in different countries; allow the interaction with students and experts from different countries; inspire the students to lead and practice sustainability in their own context.

The course will be divided into two modules. The first is a short online module that will take place before the visit to Brazil, designed to prepare students for the activities to be carried out in person. During the online module, students will engage in 5 days of study, with 3 hours per day, including lectures by professors and interactive discussions. The topics covered will be: Day 1: Introduction to Sustainable Development Goals (SDGs) and the concept of sustainable development; Days 2 and 3: Socioeconomic Dimensions of Sustainability (covering SDGs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 16); Days 4 and 5: Environmental Dimensions of Sustainability and Planetary Boundaries (covering SDGs 6, 12, 13, 14, and 16). The in-person module will provide an immersive and practical experience over 5 days, with 6 hours of activities each day. The 5 days will have collaborative project activities in the morning, using the Problem Based Learning approach, and in the afternoon there will be field activities: Day 1: Welcome session (introductions, reflections on the online module, group division, and getting to know the School of Public Health (FSP)); Day 2: Project discussion and Walking tour of the Butantan Campus and discussions on sustainable development and SDGs in the campus context; Day 3: Discussions on sustainable cities and a field visit within São Paulo city; Day 4: Seminar preparation and presentations; Day 5: Field visit (we are planning a trip to Santos).

tmalheiros@usp.br

• PhD. Ronaldo Carrion – USP Polytechnic School of Engineering
• PhD. Mauricio Parra – USP Geosciences Institute

Guest Scholars
• PhD. Kerry Gallagher

Face-to-face teaching on campus

30

USP Polytechnic School of Engineering

Starting date: July 20

Ending date: July 31

Monday to Friday: 9 a.m. – 12 p.m.

English

This interdisciplinary course introduces students to modern techniques for acquiring, analyzing, and modeling geological and engineering data in the context of petroleum systems. The course integrates geoscientific data collection, thermal modeling with open-source tools, and machine learning for data-driven prediction and model acceleration.

• Understand how geological and thermal data are acquired and used in petroleum basin analysis.
• Prepare stratigraphic and thermal datasets for modeling.
• Use Python to manipulate and analyze geoscientific data.
• Apply basic statistical and machine learning techniques.
• Compare traditional and machine-learning-based modeling workflows.
• Present data-driven conclusions from Earth system problems.

1. Module 1: Geological Data, Thermal Modeling, and Statistical Foundations (10h)
2. Module 2: Python Programming and Statistical Analysis (6h)
3. Module 3: Machine Learning and Geomechanics Applications in Petroleum Engineering (6h)
4. Guest Lecture: Insights into QTQt and TMprob (4h)
5. Module 4: Final Project and Student Presentations (4h)

rcarrion@usp.br