The curriculum structure of the PPGEC (Graduate Program in Civil Engineering) is organized according to four areas of concentration. Each area of concentration offers a set of courses. However, each student may take courses from other areas or even from any other graduate program at the Polytechnic School or at USP as a whole, thus complementing the fundamental concepts related to the development of their research. It is also possible to consider courses taken outside USP, limited to one-third of the number of required course credits for the specific program. In interdisciplinary research, this type of flexibility is common and enables excellent training for students, as it allows for an integrated view of different fields. Some courses from the Graduate Programs of the São Carlos School of Engineering are broadcast via videoconference to PPGEC students (and vice versa), even before the pandemic. However, due to USP regulations, there is a limit on the number of remote course credits a student can count, as the graduate program is officially in-person.

The syllabi and corresponding bibliographies of the program’s courses must be updated every five years, as required by USP, in order to ensure their relevance. This is fundamental and desirable in a graduate program, especially for courses related to the faculty’s research areas, which are constantly evolving. The proposing faculty member submits the proposal to the program’s coordinating committee, which requests a review by another faculty member in the area to assess its relevance and timeliness. In recent years, basic course information (title, syllabus) has been made available in English, including an inquiry about the possibility of offering the course in English, in an effort to further internationalize the program.

The Program is based on a credit system (according to USP’s general graduate regulations, one credit unit corresponds to fifteen hours of activity), which includes lectures, scientific work, participation in events and teaching improvement programs, and the writing of the thesis or dissertation. The total credit requirements are: 96 credits for the master’s degree, 176 for the PhD, and 224 for the direct PhD, distributed as follows:

• Course credits: 48 for the master’s degree, 16 for the PhD, and 64 for the direct PhD.
• Scientific production and event participation are counted as special credits, which can contribute toward course credits within limits established by the PPG regulations and USP’s graduate rules (up to 16 credits or a maximum of 50% of course credits).
• The dissertation accounts for 48 credits in the master’s program, while the thesis accounts for 160 credits in both the PhD and direct PhD programs.

Courses can be classified as mandatory (only for the Structural Engineering area) or elective. Students from all areas may also participate in the PAE Program (Teaching Improvement Program), in which they receive training in teaching methodology and assist faculty in undergraduate courses as preparation for future teaching careers in academic institutions. The PAE Program can be counted as special credits, contributing up to 4 credits toward coursework for the master’s, PhD, or direct PhD programs. This is a paid activity, with scholarships granted to participating graduate students.

Program students also have the opportunity to pursue dual degrees with foreign universities, according to specific international agreements. USP has a wide range of partnerships, including many top-tier universities ([https://internationaloffice.usp.br/](https://internationaloffice.usp.br/)). There are also courses developed collaboratively with foreign universities, with visiting professors or remote participation, to further enhance the program’s level of internationalization.

The proposed structure of the Program enables students to develop their education through a diverse selection of courses that provide an interdisciplinary view of the various areas of Civil Engineering, in conjunction with foundational knowledge from USP (mathematics and statistics, physics, chemistry, etc.) or emerging trends (such as entrepreneurial science, among others), always aligned with international trends. In this process, it is very important to strengthen the advisor-student (or co-advisor-student) relationship as a guiding element in shaping the student’s specific academic path. Students are also encouraged to engage in various aspects of academic life, especially through interaction with different fields. This approach supports the development of the skills and competencies necessary for students’ professional growth and the successful advancement of their research, enabling them to thrive in multidisciplinary environments.