Arquiteturas Pedagógicas e Saúde Mental no Ensino de Programação: Uma Revisão Sistemática da Literatura
Resumo
Altas taxas de reprovação e evasão em disciplinas introdutórias de programação coexistem com níveis relevantes de ansiedade, estresse e burnout discente. Devido a tal problemática, se faz necessário mapear, classificar e sintetizar evidências sobre Arquiteturas Pedagógicas (APs) aplicadas ao ensino de computação, identificando princípios instrucionais, estratégias de aprendizagem e suportes tecnológicos; níveis e modalidades de oferta; indicadores de aprendizagem e saúde mental e métodos de avaliação existentes. Este estudo apresenta uma revisão sistemática da literatura conduzida de acordo com o protocolo PRISMA-2020, registrada no Parsifal. Foram pesquisadas oito bases (ACM DL, Compendex, IEEEXplore, Web of Science, ScienceDirect, Scopus, Sol SBC e Springer Link). Após triagem de 97 registros, 10 estudos primários (2012-2025) atenderam aos critérios de inclusão. Os resultado demonstram predominância de APs construcionistas, construtivistas e de aprendizagem por projetos, majoritariamente em cursos presenciais ou híbridos de graduação.
Palavras-chave:
aprendizagem de programação, arquiteturas pedagógicas, saúde mental
Referências
L. E. Margulieux, B. B. Morrison, and A. Decker, “Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples,” International Journal of STEM Education, vol. 7, pp. 1–16, 2020.
N. Guibert, P. Girard, and L. Guittet, “Example-based programming: a pertinent visual approach for learning to program,” Proceedings of the working conference on Advanced visual interfaces, 2004.
K. E. Nolan and S. Bergin, “The role of anxiety when learning to program: a systematic review of the literature,” Proceedings of the 16th Koli Calling International Conference on Computing Education Research, 2016.
J. Owolabi, P. Olanipekun, and J. Iwerima, “Mathematics ability and anxiety, computer and programming anxieties, age and gender as determinants of achievement in basic programming,” GSTF Journal on Computing (JoC), vol. 3, pp. 1–6, 2014.
P. F. Lovibond and S. H. Lovibond, “The structure of negative emotional states: Comparison of the depression anxiety stress scales (dass) with the beck depression and anxiety inventories,” Behaviour Research and Therapy, vol. 33, no. 3, pp. 335–343, 1995.
R. L. Spitzer, K. Kroenke, J. B. W. Williams, and B. Löwe, “A brief measure for assessing generalized anxiety disorder: The gad-7,” Archives of Internal Medicine, vol. 166, no. 10, pp. 1092–1097, 2006.
R. C. Kessler, G. Andrews, L. J. Colpe, E. Hiripi, D. K. Mroczek, S.-L. T. Normand, E. E. Walters, and A. M. Zaslavsky, “Short screening scales to monitor population prevalences and trends in non-specific psychological distress,” Psychological Medicine, vol. 32, no. 6, pp. 959–976, 2002.
F. J. M. Coelho, E. H. T. Oliveira, F. Pereira, D. B. F. Oliveira, L. S. G. Carvalho, E. Souto, M. Pessoa, R. Melo, M. A. P. de Lima, and F. G. Nakamura, “Learning analytics in introductory programming courses: A showcase from the federal university of amazonas,” Revista Brasileira de Informática na Educ., vol. 31, pp. 1089–1127, 2023.
D. Zhidkikh, V. Heilala, C. V. Petegem, P. Dawyndt, M. Järvinen, S. Viitanen, B. D. Wever, B. Mesuere, V. Lappalainen, L. Kettunen, and R. Hämäläinen, “Reproducing predictive learning analytics in cs1: Toward generalizable and explainable models for enhancing student retention,” Journal of Learning Analytics, vol. 11, no. 1, pp. 132–150, Jan. 2024. [Online]. Available: [link]
A. P. Ambrosio, F. Costa, L. Almeida, A. R. Franco, and J. Macedo, “Identifying cognitive abilities to improve cs1 outcome,” 2011 Frontiers in Education Conference (FIE), pp. F3G–1–F3G–7, 2011.
E. S. Puudist, A. Luberg, and K. Aus, “Work-in-progress: Exploring psychological and behavioural differences between university it student segments formed based on dropout time and academic performance,” in Learning in the Age of Digital and Green Transition, M. E. Auer, W. Pachatz, and T. Rüütmann, Eds. Cham: Springer International Publishing, 2023, pp. 590–596.
Q. Cutts, E. Cutts, S. Draper, P. O’Donnell, and P. Saffrey, “Manipulating mindset to positively influence introductory programming performance,” in Proceedings of the 41st ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’10. New York, NY, USA: Association for Computing Machinery, 2010, p. 431–435. [Online]. DOI: 10.1145/1734263.1734409
A. Sørensen, P. Lagestad, and H. K. Mikalsen, “Student teacher experiences of learning and pedagogical involvement using a studentcentered learning approach,” Education Sciences, vol. 13, no. 9, 2023. [Online]. Available: [link]
A. Yadin, “Reducing the dropout rate in an introductory programming course,” Inroads, vol. 2, pp. 71–76, 2011.
T. T. Mai, M. Crane, and M. Bezbradica, “Students’ learning behaviour in programming education analysis: Insights from entropy and community detection,” Entropy, vol. 25, 2023.
S. I. Malik and J. Coldwell-Neilson, “A model for teaching an introductory programming course using adri,” Education and Information Technologies, vol. 22, pp. 1089 – 1120, 2016.
A. Hawlitschek, V. Köppen, A. Dietrich, and S. Zug, “Drop-out in programming courses – prediction and prevention,” Journal of Applied Research in Higher Education, vol. 12, no. 1, pp. 124–136, 2020. [Online]. DOI: 10.1108/JARHE-02-2019-0035
K. Dowling, A. J. Simpkin, and M. M. Barry, “A cluster randomized-controlled trial of the mindout social and emotional learning program for disadvantaged post-primary school students,” Journal of Youth and Adolescence, vol. 48, no. 7, pp. 1245–1263, Jul. 2019. [Online]. DOI: 10.1007/s10964-019-00987-3
Y.-S. Hwang, J.-E. Noh, O. N. Medvedev, and N. N. Singh, “Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices,” Mindfulness, vol. 10, no. 11, pp. 2385–2402, Nov. 2019. [Online]. DOI: 10.1007/s12671-019-01236-1
J. Figueiredo and F. García-Peñalvo, “Teaching and learning strategies for introductory programming in university courses,” Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 2021.
M. Page, J. McKenzie, P. Bossuyt, I. Boutron, T. Hoffmann, C. Mulrow, L. Shamseer, J. Tetzlaff, E. Akl, S. Brennan, R. Chou, J. M. Glanville, J. Grimshaw, A. Hrõbjartsson, M. Lalu, T. Li, E. Loder, E. Mayo-Wilson, S. McDonald, L. McGuinness, L. Stewart, J. Thomas, A. Tricco, V. Welch, P. Whiting, and D. Moher, “The prisma 2020 statement: An updated guideline for reporting systematic reviews.” Journal of clinical epidemiology, 2021.
F. Silva, C. Menezes, and A. C. Junior, “Ensino introdutório de programação: Um estudo rumo ao uso das arquiteturas pedagógicas,” in Anais do XXXIV Simpósio Brasileiro de Informática na Educação. Porto Alegre, RS, Brasil: SBC, 2023, pp. 428–438. [Online]. Available: [link]
J. Piaget, Piaget’s Theory. Berlin, Heidelberg: Springer Berlin Heidelberg, 1976, pp. 11–23. [Online]. DOI: 10.1007/978-3-642-46323-5_2
A. Carrera-Rivera, W. Ochoa, F. Larrinaga, and G. Lasa, “How-to conduct a systematic literature review: A quick guide for computer science research,” MethodsX, vol. 9, p. 101895, 2022. [Online]. Available: [link]
A. P. Siddaway, A. Wood, and L. Hedges, “How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses.” Annual review of psychology, vol. 70, pp. 747–770, 2019.
S. A. Papert, Mindstorms: Children, computers, and powerful ideas. Basic books, 2020.
C. Coll, E. Martín, T. Mauri, M. Miras, J. Onrubia, I. Sole, and A. Zabala, “O construtivismo na sala de aula,” in O construtivismo na sala de aula. Editora Ática, 2004, pp. 221–221.
T. J. Masson, L. F. d. Miranda, A. Munhoz Jr, and A. M. P. Castanheira, “Metodologia de ensino: aprendizagem baseada em projetos (pbl),” in Anais do XL Congresso Brasileiro de Educação em Engenharia (COBENGE), Belém, PA, Brasil, vol. 13. sn, 2012.
P. V. Santos, “Metodologias ativas,” Educação e Matemática, pp. 2–4, 2006.
J. M. Wing, “Pensamento computacional,” Educação e Matemática, pp. 2–4, 2021.
V. Grout and N. Houlden, “Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project,” Procedia - Social and Behavioral Sciences, vol. 141, pp. 680–685, Aug. 2014. [Online]. Available: [link]
E. Brunvand, “Games as motivation in computer design courses: I/o is the key,” in Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’11. New York, NY, USA: Association for Computing Machinery, 2011, p. 33–38. [Online]. DOI: 10.1145/1953163.1953178
O. De Lira Tavares, C. S. De Menezes, and R. A. De Nevado, “Pedagogical architectures to support the process of teaching and learning of computer programming,” in 2012 Frontiers in Education Conference Proceedings. Seattle, WA, USA: IEEE, Oct. 2012, pp. 1–6. [Online]. Available: [link]
O. Tavares, C. Menezes, R. Aragón, and L. Costa, “Uma arquitetura pedagógica auxiliada por tecnologias para ensino e aprendizagem de programação,” in Anais do XXI Workshop sobre Educação em Computação. Porto Alegre, RS, Brasil: SBC, 2013, pp. 778–787. [Online]. Available: [link]
M. Scalera, A. Marengo, V. S. Barletta, D. Caivano, G. Dimauro, and J. Pange, “Rethinking pedagogy for computer architecture: A Simplified Approach to teach a Processor (SAtTaP),” Education and Information Technologies, vol. 30, no. 6, pp. 7357–7386, Apr. 2025. [Online]. Available: [link]
I. R. D. S. Fausto, F. R. Leta, R. M. M. Braz, and S. C. C. D. S. Pinto, “Pedagogical Architecture Trail: Virtual Environment of Learning of the Initial and Continuing Training Course in Educational Robotics in Basic Education - Instituto Federal of Education, Science and Technology - RO - IFRO,” in Anais do I Workshop de Pensamento Computacional e Inclusão (WPCI 2022). Brasil: Sociedade Brasileira de Computação, Nov. 2022, pp. 33–41. [Online]. Available: [link]
A. Pereira and C. S. D. Menezes, “Formação de Professores para Uso de Tecnologias Digitais na Educação: um experimento com licenciandos em computação,” in Anais do XXIX Workshop de Informática na Escola (WIE 2023). Brasil: Sociedade Brasileira de Computação - SBC, Nov. 2023, pp. 1318–1323. [Online]. Available: [link]
F. J. Portilho, J. V. F. Amaral, N. A. Rodrigues, C. X. Pereira Junior, and N. T. Costa, “Uma Arquitetura Pedagógica para o Ensino de Lógica de Programação: Lições Aprendidas a partir de um Projeto de Extensão,” in Anais do XXXII Workshop sobre Educação em Computação (WEI 2024). Brasil: Sociedade Brasileira de Computação - SBC, Jul. 2024, pp. 329–340. [Online]. Available: [link]
S. Federici, E. Sergi, C. Medas, R. Lussu, E. Gola, and A. Zuncheddu, “Computational Pedagogy: Block Programming as a General Learning Tool,” in Computer Supported Education, H. C. Lane, S. Zvacek, and J. Uhomoibhi, Eds. Cham: Springer International Publishing, 2020, vol. 1220, pp. 211–235, series Title: Communications in Computer and Information Science. [Online]. Available: [link] 11
T. S. Santana, T. N. Kudo, and R. F. Bulcão-Neto, “Requisitos em Ação: Uma Arquitetura Pedagógica para o Ensino de Engenharia de Requisitos de Software,” in Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE 2023). Brasil: Sociedade Brasileira de Computação - SBC, Nov. 2023, pp. 210–221. [Online]. Available: [link]
N. Guibert, P. Girard, and L. Guittet, “Example-based programming: a pertinent visual approach for learning to program,” Proceedings of the working conference on Advanced visual interfaces, 2004.
K. E. Nolan and S. Bergin, “The role of anxiety when learning to program: a systematic review of the literature,” Proceedings of the 16th Koli Calling International Conference on Computing Education Research, 2016.
J. Owolabi, P. Olanipekun, and J. Iwerima, “Mathematics ability and anxiety, computer and programming anxieties, age and gender as determinants of achievement in basic programming,” GSTF Journal on Computing (JoC), vol. 3, pp. 1–6, 2014.
P. F. Lovibond and S. H. Lovibond, “The structure of negative emotional states: Comparison of the depression anxiety stress scales (dass) with the beck depression and anxiety inventories,” Behaviour Research and Therapy, vol. 33, no. 3, pp. 335–343, 1995.
R. L. Spitzer, K. Kroenke, J. B. W. Williams, and B. Löwe, “A brief measure for assessing generalized anxiety disorder: The gad-7,” Archives of Internal Medicine, vol. 166, no. 10, pp. 1092–1097, 2006.
R. C. Kessler, G. Andrews, L. J. Colpe, E. Hiripi, D. K. Mroczek, S.-L. T. Normand, E. E. Walters, and A. M. Zaslavsky, “Short screening scales to monitor population prevalences and trends in non-specific psychological distress,” Psychological Medicine, vol. 32, no. 6, pp. 959–976, 2002.
F. J. M. Coelho, E. H. T. Oliveira, F. Pereira, D. B. F. Oliveira, L. S. G. Carvalho, E. Souto, M. Pessoa, R. Melo, M. A. P. de Lima, and F. G. Nakamura, “Learning analytics in introductory programming courses: A showcase from the federal university of amazonas,” Revista Brasileira de Informática na Educ., vol. 31, pp. 1089–1127, 2023.
D. Zhidkikh, V. Heilala, C. V. Petegem, P. Dawyndt, M. Järvinen, S. Viitanen, B. D. Wever, B. Mesuere, V. Lappalainen, L. Kettunen, and R. Hämäläinen, “Reproducing predictive learning analytics in cs1: Toward generalizable and explainable models for enhancing student retention,” Journal of Learning Analytics, vol. 11, no. 1, pp. 132–150, Jan. 2024. [Online]. Available: [link]
A. P. Ambrosio, F. Costa, L. Almeida, A. R. Franco, and J. Macedo, “Identifying cognitive abilities to improve cs1 outcome,” 2011 Frontiers in Education Conference (FIE), pp. F3G–1–F3G–7, 2011.
E. S. Puudist, A. Luberg, and K. Aus, “Work-in-progress: Exploring psychological and behavioural differences between university it student segments formed based on dropout time and academic performance,” in Learning in the Age of Digital and Green Transition, M. E. Auer, W. Pachatz, and T. Rüütmann, Eds. Cham: Springer International Publishing, 2023, pp. 590–596.
Q. Cutts, E. Cutts, S. Draper, P. O’Donnell, and P. Saffrey, “Manipulating mindset to positively influence introductory programming performance,” in Proceedings of the 41st ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’10. New York, NY, USA: Association for Computing Machinery, 2010, p. 431–435. [Online]. DOI: 10.1145/1734263.1734409
A. Sørensen, P. Lagestad, and H. K. Mikalsen, “Student teacher experiences of learning and pedagogical involvement using a studentcentered learning approach,” Education Sciences, vol. 13, no. 9, 2023. [Online]. Available: [link]
A. Yadin, “Reducing the dropout rate in an introductory programming course,” Inroads, vol. 2, pp. 71–76, 2011.
T. T. Mai, M. Crane, and M. Bezbradica, “Students’ learning behaviour in programming education analysis: Insights from entropy and community detection,” Entropy, vol. 25, 2023.
S. I. Malik and J. Coldwell-Neilson, “A model for teaching an introductory programming course using adri,” Education and Information Technologies, vol. 22, pp. 1089 – 1120, 2016.
A. Hawlitschek, V. Köppen, A. Dietrich, and S. Zug, “Drop-out in programming courses – prediction and prevention,” Journal of Applied Research in Higher Education, vol. 12, no. 1, pp. 124–136, 2020. [Online]. DOI: 10.1108/JARHE-02-2019-0035
K. Dowling, A. J. Simpkin, and M. M. Barry, “A cluster randomized-controlled trial of the mindout social and emotional learning program for disadvantaged post-primary school students,” Journal of Youth and Adolescence, vol. 48, no. 7, pp. 1245–1263, Jul. 2019. [Online]. DOI: 10.1007/s10964-019-00987-3
Y.-S. Hwang, J.-E. Noh, O. N. Medvedev, and N. N. Singh, “Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices,” Mindfulness, vol. 10, no. 11, pp. 2385–2402, Nov. 2019. [Online]. DOI: 10.1007/s12671-019-01236-1
J. Figueiredo and F. García-Peñalvo, “Teaching and learning strategies for introductory programming in university courses,” Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 2021.
M. Page, J. McKenzie, P. Bossuyt, I. Boutron, T. Hoffmann, C. Mulrow, L. Shamseer, J. Tetzlaff, E. Akl, S. Brennan, R. Chou, J. M. Glanville, J. Grimshaw, A. Hrõbjartsson, M. Lalu, T. Li, E. Loder, E. Mayo-Wilson, S. McDonald, L. McGuinness, L. Stewart, J. Thomas, A. Tricco, V. Welch, P. Whiting, and D. Moher, “The prisma 2020 statement: An updated guideline for reporting systematic reviews.” Journal of clinical epidemiology, 2021.
F. Silva, C. Menezes, and A. C. Junior, “Ensino introdutório de programação: Um estudo rumo ao uso das arquiteturas pedagógicas,” in Anais do XXXIV Simpósio Brasileiro de Informática na Educação. Porto Alegre, RS, Brasil: SBC, 2023, pp. 428–438. [Online]. Available: [link]
J. Piaget, Piaget’s Theory. Berlin, Heidelberg: Springer Berlin Heidelberg, 1976, pp. 11–23. [Online]. DOI: 10.1007/978-3-642-46323-5_2
A. Carrera-Rivera, W. Ochoa, F. Larrinaga, and G. Lasa, “How-to conduct a systematic literature review: A quick guide for computer science research,” MethodsX, vol. 9, p. 101895, 2022. [Online]. Available: [link]
A. P. Siddaway, A. Wood, and L. Hedges, “How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses.” Annual review of psychology, vol. 70, pp. 747–770, 2019.
S. A. Papert, Mindstorms: Children, computers, and powerful ideas. Basic books, 2020.
C. Coll, E. Martín, T. Mauri, M. Miras, J. Onrubia, I. Sole, and A. Zabala, “O construtivismo na sala de aula,” in O construtivismo na sala de aula. Editora Ática, 2004, pp. 221–221.
T. J. Masson, L. F. d. Miranda, A. Munhoz Jr, and A. M. P. Castanheira, “Metodologia de ensino: aprendizagem baseada em projetos (pbl),” in Anais do XL Congresso Brasileiro de Educação em Engenharia (COBENGE), Belém, PA, Brasil, vol. 13. sn, 2012.
P. V. Santos, “Metodologias ativas,” Educação e Matemática, pp. 2–4, 2006.
J. M. Wing, “Pensamento computacional,” Educação e Matemática, pp. 2–4, 2021.
V. Grout and N. Houlden, “Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project,” Procedia - Social and Behavioral Sciences, vol. 141, pp. 680–685, Aug. 2014. [Online]. Available: [link]
E. Brunvand, “Games as motivation in computer design courses: I/o is the key,” in Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’11. New York, NY, USA: Association for Computing Machinery, 2011, p. 33–38. [Online]. DOI: 10.1145/1953163.1953178
O. De Lira Tavares, C. S. De Menezes, and R. A. De Nevado, “Pedagogical architectures to support the process of teaching and learning of computer programming,” in 2012 Frontiers in Education Conference Proceedings. Seattle, WA, USA: IEEE, Oct. 2012, pp. 1–6. [Online]. Available: [link]
O. Tavares, C. Menezes, R. Aragón, and L. Costa, “Uma arquitetura pedagógica auxiliada por tecnologias para ensino e aprendizagem de programação,” in Anais do XXI Workshop sobre Educação em Computação. Porto Alegre, RS, Brasil: SBC, 2013, pp. 778–787. [Online]. Available: [link]
M. Scalera, A. Marengo, V. S. Barletta, D. Caivano, G. Dimauro, and J. Pange, “Rethinking pedagogy for computer architecture: A Simplified Approach to teach a Processor (SAtTaP),” Education and Information Technologies, vol. 30, no. 6, pp. 7357–7386, Apr. 2025. [Online]. Available: [link]
I. R. D. S. Fausto, F. R. Leta, R. M. M. Braz, and S. C. C. D. S. Pinto, “Pedagogical Architecture Trail: Virtual Environment of Learning of the Initial and Continuing Training Course in Educational Robotics in Basic Education - Instituto Federal of Education, Science and Technology - RO - IFRO,” in Anais do I Workshop de Pensamento Computacional e Inclusão (WPCI 2022). Brasil: Sociedade Brasileira de Computação, Nov. 2022, pp. 33–41. [Online]. Available: [link]
A. Pereira and C. S. D. Menezes, “Formação de Professores para Uso de Tecnologias Digitais na Educação: um experimento com licenciandos em computação,” in Anais do XXIX Workshop de Informática na Escola (WIE 2023). Brasil: Sociedade Brasileira de Computação - SBC, Nov. 2023, pp. 1318–1323. [Online]. Available: [link]
F. J. Portilho, J. V. F. Amaral, N. A. Rodrigues, C. X. Pereira Junior, and N. T. Costa, “Uma Arquitetura Pedagógica para o Ensino de Lógica de Programação: Lições Aprendidas a partir de um Projeto de Extensão,” in Anais do XXXII Workshop sobre Educação em Computação (WEI 2024). Brasil: Sociedade Brasileira de Computação - SBC, Jul. 2024, pp. 329–340. [Online]. Available: [link]
S. Federici, E. Sergi, C. Medas, R. Lussu, E. Gola, and A. Zuncheddu, “Computational Pedagogy: Block Programming as a General Learning Tool,” in Computer Supported Education, H. C. Lane, S. Zvacek, and J. Uhomoibhi, Eds. Cham: Springer International Publishing, 2020, vol. 1220, pp. 211–235, series Title: Communications in Computer and Information Science. [Online]. Available: [link] 11
T. S. Santana, T. N. Kudo, and R. F. Bulcão-Neto, “Requisitos em Ação: Uma Arquitetura Pedagógica para o Ensino de Engenharia de Requisitos de Software,” in Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE 2023). Brasil: Sociedade Brasileira de Computação - SBC, Nov. 2023, pp. 210–221. [Online]. Available: [link]
Publicado
22/10/2025
Como Citar
LIMA, Maurício Rodrigues; DIAS, Elisângela Silva.
Arquiteturas Pedagógicas e Saúde Mental no Ensino de Programação: Uma Revisão Sistemática da Literatura. In: CONGRESSO LATINO-AMERICANO DE SOFTWARE LIVRE E TECNOLOGIAS ABERTAS (LATINOWARE), 22. , 2025, Foz do Iguaçu/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 160-168.
DOI: https://doi.org/10.5753/latinoware.2025.15453.
