Video summary

Recepção e Integração Geral dos Alunos

Main summary

Key takeaways

News and Commentary

Overview

The live welcome/integration event for UNIVESP (Virtual University of the State of São Paulo) focused on how the new academic year and student integration work, what improvements UNIVESP is making, and how support systems and new tools will help students succeed.

Key messages and reports

  • Studying all subjects with motivation

    • The event opened by framing that every university subject matters and becomes relevant when students apply knowledge to real problem-solving (with an engineering context used as an example).

  • Institutional growth and capacity expansion (2026)

    • UNIVESP was presented as a major public higher-education provider, citing:
      • 88,000+ students
      • 462 learning centers
      • Coverage across municipalities in São Paulo
    • The program emphasized expansion of offerings, partnerships, and a stronger student-support structure.

  • Maintaining and improving course quality despite challenges

    • UNIVESP president Marcos Borges acknowledged that course continuity has been under pressure.
    • He also highlighted improvements, such as:
      • Expanding authorized staff (teachers/supervisors)
      • Initiatives like scientific initiation calls
      • Space for research presentations at congresses

  • New/strengthened pedagogical model and academic integration (AIA)

    • Newcomers begin with a structured Academic Orientation and Integration (AIA) period.
    • The model emphasizes:
      • Hands-on, problem-based and project-based learning
      • Small regional classes (up to 100 students)
      • Two supervisors per class
      • Decentralization and student autonomy
      • Continuous support
    • AIA modules include:
      • Familiarization with the VLE (AVA)
      • Learning study techniques
      • Academic reading and writing skills
    • AIA is intended to improve belonging and reduce the “cold start” for students with little contact with distance-learning modalities.
    • AIA was also described as beneficial for veteran students, helping them re-learn and re-adapt routines and academic practices (including academic writing norms).

  • Graduation ceremonies in learning centers

    • UNIVESP continues an in-person graduation format at learning centers.
    • Additional intermediate ceremonies are planned during the year so students who missed deadlines can still participate locally.

  • Technological and administrative tool updates

    • AVA app: works in the browser and as an application, with easier access and updated login experience.
    • Google Workspace adoption: without changing student accounts; includes access to Google tools such as Gemini.
    • Tools for communication and file exchange (including sending large files via link).
    • Digital signature and related digital services to replace the need for scanning signed paper documents.
    • Eduroam / “Eduon community” access: Wi‑Fi availability across participating institutions using UNIVESP credentials (not yet fully active, but expected).
    • Students were encouraged to complete surveys about media/support resources to guide improvements.

  • AI and student projects used as proof of integration

    • Student outcomes from AIA and subsequent activities were shown, including a concept for a guide/chatbot to answer questions about AVA/course information using Gemini, with safeguards to avoid hallucinations.
    • The event emphasized responsible/checked use of AI, verifying information through official channels, and building practical solutions through group work.

Student support structure (how help is organized)

  • Pedagogical supervisor role (Bruna Brito)

    • Supervisors mainly support the learning-facilitation workflow rather than directly answering every student question.
    • Facilitators handle most direct interaction; supervisors are contacted when facilitators need support.

  • Facilitators’ role (Igor Rezende Nardo)

    • Facilitators run forums and periodic live sessions.
    • They help students form groups for integrative projects, guide problem-solving steps, and provide human connection in distance education.

  • Learning centers and center advisors (Karen Soares Iglesias)

    • Centers provide infrastructure (computers/phones/materials).
    • They offer direct guidance on enrollment/re-enrollment issues (including accessing the online environment).
    • They host additional onsite events (individual/group study, seminars/forums, and support for integrative projects).
    • The advisor is described as a key on-the-ground liaison between students and UNIVESP.

Q&A highlights (later segment)

  • Accessibility for sign language (student Ryan/Rian)

    • Guidance on Accessibility and Inclusion was provided via email to request accommodations and determine whether real-time interpretation is needed for synchronous sessions.
    • The student must also be properly registered as a special-education student to receive support.

  • Integrative Projects (PI)

    • Clarified that PI is not the TCC.
    • Undergraduate students complete multiple integrative projects across the curriculum.
    • Themes are predetermined; students work in groups (often 5–8, sometimes across campuses) to develop solutions based on problems encountered in educational/related institutions.

  • Group assignments and flexibility

    • Groups formed during orientation remain the same.
    • Students can request changes if needed.

  • Deadlines adjustment for AIA-related activities

    • Deadlines are extended to accommodate weekend time.
    • Scheduling is structured around “fortnights” rather than weeks.

  • Data Science and programming background

    • Programming languages and fundamentals are taught progressively (e.g., algorithms, data structures, SQL, database-related languages).
    • Prior programming knowledge is not required for enrollment.

  • Missed deadlines for group selection

    • Students can still proceed.
    • For PI, groups are assigned automatically if a choice was missed.
    • For thesis/TCC-like tracks, placement may continue into the next semester depending on required project-course percentages.

Overall theme

UNIVESP’s improvements—pedagogical restructuring (AIA + hands-on learning), expanded support networks (facilitators, supervisors, learning centers), updated digital/AI tools, and better graduation/inclusion processes—aim to ensure students feel welcomed, integrated, and supported to complete their studies successfully.

Presenters / contributors

  • Gabi Alves (host)
  • Professor Marcos Borges (President of UNIVESP; prerecorded message)
  • Professor Romero Tori (Academic Director of UNIVESP; acting President)
  • Professor José Avelino Placa (Coordinator for AI course and AIA for Computing and Business axes)
  • Professor André Alelme (Coordinator of Letters undergraduate course and AIA for the Undergraduate axis)
  • Karen Soares Iglesias (Center advisor / Accessibility via learning centers)
  • Bruna Brito (Supervisor)
  • Igor Rezende Nardo (Facilitator)
  • Professor Cristina (online; Accessibility and Inclusion response)
  • Professor Milena (online; integrative projects/PI explanation)
  • Professor Evelyn (online; Data Science/prior programming knowledge answer)

Questioners (included as question authors)

  • Alan
  • Abraão
  • Nicole Vitória de Oliveira Passos
  • Pedro Henrique Rodrigues Jorge
  • Ryan/Rian
  • Alan Batista
  • Ana Carolina Ferreira Bento

Students featured in videos/examples

  • Franciele Marques
  • Luana Teixeira
  • Wesley Pais
  • Marcos Aurélio Carvalho
  • José Antônio dos Santos

Original video