Between Practice and Reflection: Contributions of UNIVESP’s Integrative Project to Interdisciplinary Education

Abstract

In the context of distance higher education, interdisciplinarity has become a cornerstone of professional education across different educational settings, particularly in Brazil and at the Virtual University of the State of São Paulo (UNIVESP). The objective of this study is to analyze the role of the Integrative Project (PI) in the development of professional competencies and the integration of knowledge across different fields. The research is qualitative, with a descriptive and interpretative approach, based on content analysis of 24 PI reports available in the institutional repository, as well as normative documents and facilitators’ reflections. The results indicate that the PI, structured in seven biweekly stages, promotes active and collaborative learning, with Design Thinking as the central methodology, alongside problem-based and project-based learning. This approach fosters autonomy, critical thinking, and the application of knowledge in real contexts, strengthening the development of professional competencies. The Integrative Project constitutes a relevant pedagogical instrument for strengthening critical and interdisciplinary training, contributing to the quality and innovation of public distance higher education in Brazil, especially at UNIVESP. However, challenges are identified regarding the implementation of the methodology, academic writing, and the effective consolidation of interdisciplinarity, which are exacerbated by time constraints and the rotation of themes.

Keywords: Distance education. Professional training. Qualification. Training axis. Integration.