Análise dos Cursos de Computação no Brasil: Ensino de Programação sob a perspectiva das Necessidades do Século XXI
Resumo
As habilidades de programação são essenciais no mundo tecnológico atual, além de ajudar a desenvolver habilidades fundamentais para o século XXI. Este artigo analisa o ensino de disciplinas introdutórias de programação em cursos de ensino superior do Brasil e o seu alinhamento com as necessidades do século XXI. Um estudo de caso foi realizado em cursos de Engenharia de Software e Ciência da Computação. Técnicas de aprendizado de máquina foram utilizadas para agrupar os tópicos abordados. Os resultados revelaram três grupos de disciplinas com diferentes níveis de conceitos de programação. As descobertas levantam questões sobre o alinhamento das práticas de ensino com as demandas da educação em programação no século XXI. O artigo contribui para a literatura existente, fornecendo evidências empíricas sobre o ensino de programação e habilidades do século XXI no ensino superior brasileiro.
Referências
ACM and IEEE-CS (2020). “Computing Curricula 2020: CC2020”. [link].
Alam, A. (2021). Possibilities and apprehensions in the landscape of artificial intelligence in education. In 2021 International Conference on Computational Intelligence and Computing Applications (ICCICA) (pp. 1-8). IEEE.
Araujo, R., Simão, A., Malucelli, A., Zorzo, A., Monteiro, J. A. and Chaimowicz, L. (2019).
Referenciais de formação para os cursos de pós-graduação stricto sensu em computação 2019. Sociedade Brasileira de Computação.
Avcı, Ü. (2022). A predictive analysis of learning motivation and reflective thinking skills on computer programming achievement. Computer Applications in Engineering Education, 30(4), 1102-1116.
Ayinde, L. and Kirkwood, H. (2020). Rethinking the roles and skills of information professionals in the 4th Industrial Revolution. Business Information Review, 37(4), 142153.
Brasil. (2022). “Base Nacional Comum Curricular”. [link].
Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20(2010), 51-76.
DePryck, K., Vermeersch, J. and Tytgat, A. (2016). If Learning to Code is Not About Coding, Then What is it About?. In EDEN Conference Proceedings (No. 1, pp. 50-52).
De Vega, F. F. (2022). Teaching Programming in the 21st Century. Journal of Computer Information Systems, 1-12.
Eteng, I., Akpotuzor, S., Akinola, S. O. and Agbonlahor, I. (2022). A review on effective approach to teaching computer programming to undergraduates in developing countries. Scientific African, e01240.
Kampylis, P., Dagienė, V., Bocconi, S., Chioccariello, A., Engelhardt, K., Stupurienė, G., ... and Earp, J. (2023). Integrating Computational Thinking into Primary and Lower Secondary Education. Educational Technology & Society, 26(2), 99-117.
Kelly, W., McGrath, B. and Hubbard, D. (2023). Starting from ‘scratch’: Building young people’s digital skills through a coding club collaboration with rural public libraries. Journal of Librarianship and Information Science, 55(2), 487-499.
Marques, M., Ochoa, S. F. and Bastarrica, M. C. (2016). Software engineering education in Chile-Status report. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (pp. 180-185).
Negoro, R. A., Rusilowati, A. and Aji, M. P. (2023). Scratch-Assisted Waves Teaching Materials: ICT Literacy and Students' Critical Thinking Skills. Journal of Turkish Science Education, 20(1).
OECD. (2022). “Skills for the Digital Transition: Assessing Recent Trends Using Big Data”.
OECD Publishing, Paris. https://doi.org/10.1787/38c36777-en.
OECD. (2018). “The future of education and skills: Education 2030. OECD education 2030”.
OECD Education 2030. [link].
Oliveira, K. K. D. S., and SOUZA, R. A. (2022). Digital transformation towards education 4.0. Informatics in Education, 21(2), 283-309.
Rankings, Times Higher Education World University. (2023). World university rankings 2023. [link].
Salleh, F. H. M., Dewi, D. A. and Liyana, N. A. (2021). Issues and challenges for teaching successful programming courses at national secondary schools of Malaysia. In Computational Science and Technology: 7th ICCST 2020, Pattaya, Thailand, 29–30 August, 2020 (pp. 501-513). Springer Singapore.
SBC. Sociedade Brasileira de Computação. (2017). “Referenciais de Formação para os Cursos de Graduação em Computação 2017”. [link].
Silva, L., Mendes, A. J., Gomes, A. and Cavalcanti de Macêdo, G. F. (2021). Regulation of learning interventions in programming education: A systematic literature review and guideline proposition. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 647-653).
Silva, E. P., Caceffo, R. E. and de Azevedo, R. J. (2022). Análise dos Tópicos Mais Abordados em Disciplinas de Introdução à Programação em Universidades Federais Brasileiras. In Anais do II Simpósio Brasileiro de Educação em Computação (pp. 29-39). SBC.
Sobral, S. R. (2021). Teaching and Learning to Program: Umbrella Review of Introductory Programming in Higher Education. Mathematics, 9(15), 1737.
Sun, L., Guo, Z. and Zhou, D. (2022). Developing K-12 students’ programming ability: A systematic literature review. Education and Information Technologies, 27(5), 7059-7097.
Vinnervik, P. (2022). An in-depth analysis of programming in the Swedish school curriculum—rationale, knowledge content and teacher guidance. Journal of Computers in Education, 1-35.
Vogel, S., Hoadley, C., Castillo, A. R. and Ascenzi-Moreno, L. (2020). Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?. Computer Science Education, 30(4), 420-443.
Wang, Y., Lavonen, J. and Tirri, K. (2019). Twenty-first century competencies in the Chinese science curriculum. Nordic-Chinese Intersections within Education, 151-171.
Wang, W., Zhao, Y., Wu, Y. J., & Goh, M. (2023). Interaction strategies in online learning: Insights from text analytics on iMOOC. Education and Information Technologies, 28(2), 2145-2172.
WEF. (2023). “Future of Jobs Report 2023”. [link].
Weingessel, A. and Hornik, K. (2000). Local PCA algorithms. IEEE Transactions on neural Networks, 11(6), 1242-1250.
Yin, R. K. (2009). “Case study research: Design and methods (Vol. 5)”. sage.
Alam, A. (2021). Possibilities and apprehensions in the landscape of artificial intelligence in education. In 2021 International Conference on Computational Intelligence and Computing Applications (ICCICA) (pp. 1-8). IEEE.
Araujo, R., Simão, A., Malucelli, A., Zorzo, A., Monteiro, J. A. and Chaimowicz, L. (2019).
Referenciais de formação para os cursos de pós-graduação stricto sensu em computação 2019. Sociedade Brasileira de Computação.
Avcı, Ü. (2022). A predictive analysis of learning motivation and reflective thinking skills on computer programming achievement. Computer Applications in Engineering Education, 30(4), 1102-1116.
Ayinde, L. and Kirkwood, H. (2020). Rethinking the roles and skills of information professionals in the 4th Industrial Revolution. Business Information Review, 37(4), 142153.
Brasil. (2022). “Base Nacional Comum Curricular”. [link].
Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20(2010), 51-76.
DePryck, K., Vermeersch, J. and Tytgat, A. (2016). If Learning to Code is Not About Coding, Then What is it About?. In EDEN Conference Proceedings (No. 1, pp. 50-52).
De Vega, F. F. (2022). Teaching Programming in the 21st Century. Journal of Computer Information Systems, 1-12.
Eteng, I., Akpotuzor, S., Akinola, S. O. and Agbonlahor, I. (2022). A review on effective approach to teaching computer programming to undergraduates in developing countries. Scientific African, e01240.
Kampylis, P., Dagienė, V., Bocconi, S., Chioccariello, A., Engelhardt, K., Stupurienė, G., ... and Earp, J. (2023). Integrating Computational Thinking into Primary and Lower Secondary Education. Educational Technology & Society, 26(2), 99-117.
Kelly, W., McGrath, B. and Hubbard, D. (2023). Starting from ‘scratch’: Building young people’s digital skills through a coding club collaboration with rural public libraries. Journal of Librarianship and Information Science, 55(2), 487-499.
Marques, M., Ochoa, S. F. and Bastarrica, M. C. (2016). Software engineering education in Chile-Status report. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (pp. 180-185).
Negoro, R. A., Rusilowati, A. and Aji, M. P. (2023). Scratch-Assisted Waves Teaching Materials: ICT Literacy and Students' Critical Thinking Skills. Journal of Turkish Science Education, 20(1).
OECD. (2022). “Skills for the Digital Transition: Assessing Recent Trends Using Big Data”.
OECD Publishing, Paris. https://doi.org/10.1787/38c36777-en.
OECD. (2018). “The future of education and skills: Education 2030. OECD education 2030”.
OECD Education 2030. [link].
Oliveira, K. K. D. S., and SOUZA, R. A. (2022). Digital transformation towards education 4.0. Informatics in Education, 21(2), 283-309.
Rankings, Times Higher Education World University. (2023). World university rankings 2023. [link].
Salleh, F. H. M., Dewi, D. A. and Liyana, N. A. (2021). Issues and challenges for teaching successful programming courses at national secondary schools of Malaysia. In Computational Science and Technology: 7th ICCST 2020, Pattaya, Thailand, 29–30 August, 2020 (pp. 501-513). Springer Singapore.
SBC. Sociedade Brasileira de Computação. (2017). “Referenciais de Formação para os Cursos de Graduação em Computação 2017”. [link].
Silva, L., Mendes, A. J., Gomes, A. and Cavalcanti de Macêdo, G. F. (2021). Regulation of learning interventions in programming education: A systematic literature review and guideline proposition. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 647-653).
Silva, E. P., Caceffo, R. E. and de Azevedo, R. J. (2022). Análise dos Tópicos Mais Abordados em Disciplinas de Introdução à Programação em Universidades Federais Brasileiras. In Anais do II Simpósio Brasileiro de Educação em Computação (pp. 29-39). SBC.
Sobral, S. R. (2021). Teaching and Learning to Program: Umbrella Review of Introductory Programming in Higher Education. Mathematics, 9(15), 1737.
Sun, L., Guo, Z. and Zhou, D. (2022). Developing K-12 students’ programming ability: A systematic literature review. Education and Information Technologies, 27(5), 7059-7097.
Vinnervik, P. (2022). An in-depth analysis of programming in the Swedish school curriculum—rationale, knowledge content and teacher guidance. Journal of Computers in Education, 1-35.
Vogel, S., Hoadley, C., Castillo, A. R. and Ascenzi-Moreno, L. (2020). Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?. Computer Science Education, 30(4), 420-443.
Wang, Y., Lavonen, J. and Tirri, K. (2019). Twenty-first century competencies in the Chinese science curriculum. Nordic-Chinese Intersections within Education, 151-171.
Wang, W., Zhao, Y., Wu, Y. J., & Goh, M. (2023). Interaction strategies in online learning: Insights from text analytics on iMOOC. Education and Information Technologies, 28(2), 2145-2172.
WEF. (2023). “Future of Jobs Report 2023”. [link].
Weingessel, A. and Hornik, K. (2000). Local PCA algorithms. IEEE Transactions on neural Networks, 11(6), 1242-1250.
Yin, R. K. (2009). “Case study research: Design and methods (Vol. 5)”. sage.
Publicado
06/11/2023
Como Citar
OLIVEIRA, Katyeudo Karlos de S.; DEUS, William S. de; AVELLAR, Gustavo Martins N.; FALCÃO, Taciana Pontual; BARBOSA, Ellen Francine.
Análise dos Cursos de Computação no Brasil: Ensino de Programação sob a perspectiva das Necessidades do Século XXI. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1760-1771.
DOI: https://doi.org/10.5753/sbie.2023.234970.
