Conteúdos de Engenharia de Software Verde em Cursos de Graduação em Engenharia de Software

  • Matheus Ataíde Pontifícia Universidade Católica de Minas Gerais
  • Gustavo Silva Pontifícia Universidade Católica de Minas Gerais
  • Cleiton Tavares Pontifícia Universidade Católica de Minas Gerais
  • Laerte Xavier Pontifícia Universidade Católica de Minas Gerais https://orcid.org/0000-0001-7925-4115
  • Lucila Ishitani Pontifícia Universidade Católica de Minas Gerais https://orcid.org/0000-0001-8565-8386

Resumo


O aumento da complexidade das tecnologias e dos sistemas de software tem acarretado consequências negativas para o meio ambiente. Visando tornar essas atividades mais sustentáveis, este trabalho busca identificar como os conteúdos de Engenharia de Software Verde se encontram nos currículos dos cursos de graduação em Engenharia de Software presenciais no Brasil. Para tanto, foram realizados quatro estudos complementares: uma revisão sistemática de literatura; uma análise dos currículos de cursos de graduação em Engenharia de Software presenciais do país; uma sequência de entrevistas com professores e coordenadores da área; e uma aplicação de questionário com tais coordenadores. Como resultados, foram identificados os principais conteúdos verdes propostos pela literatura, a relação de como os conteúdos de Engenharia de Software Verde são contemplados pelos cursos e a perspectiva de acadêmicos sobre os desafios para o ensino do tema e sugestões de como inserir tais conteúdos nos cursos. Vários dos resultados obtidos podem ser estendidos a outros cursos da área da computação.

Palavras-chave: Educação de computação, Engenharia de Software Verde, Sustentabilidade

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Publicado
22/04/2024
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ATAÍDE, Matheus; SILVA, Gustavo; TAVARES, Cleiton; XAVIER, Laerte; ISHITANI, Lucila. Conteúdos de Engenharia de Software Verde em Cursos de Graduação em Engenharia de Software. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4. , 2024, Evento Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2024 . p. 20-30. DOI: https://doi.org/10.5753/educomp.2024.237400.