Integração de Dinâmicas Vivenciais no Ensino de Gerência de Projetos de Software
Resumo
O ensino de Gerência de Projetos de Software (GPS) enfrenta desafios devido à densidade teórica de frameworks tradicionais. Este artigo relata o uso de sete dinâmicas vivenciais para mitigar o distanciamento entre teoria e prática. O estudo, conduzido com 26 estudantes e avaliado pelo modelo MEEGA+, analisa a contribuição das atividades para a experiência e percepção de aprendizagem. Os resultados demonstraram 100% de concordância na interação social e 96% na contribuição para o aprendizado. Conclui-se que o uso intencional de dinâmicas mapeadas ao PMBOK eleva o engajamento e a percepção de aplicabilidade do conteúdo.Referências
ACM/IEEE-CS (2013). Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science. IEEE Computer Society.
Backlund, P. e Hendrix, M. (2013). Educational games - Are they worth the effort? A literature survey of the effectiveness of serious games. In: Proc. of the 5th Int. Conf. on Games and Virtual Worlds for Serious Applications, Poole, UK.
Battistella, P. et al. (2016). Um Quiz Game para a revisão de conhecimento em Gerenciamento de Projetos. In: Anais do XXVII Simpósio Brasileiro de Informática na Educação (SBIE), Uberlândia/MG.
Bourque, P. e Fairley, R. E. (2014). Swebok v3.0 Guide to the Software Engineering Body of Knowledge. IEEE Computer Society.
Cardoso, B. M. e Petri, G. (2025). Jogos e dinâmicas no ensino de gerência de projetos de software: um relato de experiência. In: Educação 5.0: Inteligência Artificial e Tecnologias Digitais a Serviço da Aprendizagem. Arco Editores, Santa Maria/RS.
Cohn, M. (2005). Agile Estimating and Planning. Pearson Education.
Connolly, T. M. et al. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, v. 59, n. 2, p. 661-686.
Geist, D. B. e Myers, M. E. (2007). Pedagogy and project management: Should you practice what you preach. Journal of Computing Sciences in Colleges, v. 23, n. 2, p. 202–208.
Gimenes, I. (2015). Os dilemas didáticos da Engenharia de Software. Computação Brasil, v. 28. .
Gresse von Wangenheim, C. et al. (2013). SCRUMIA - An educational game for teaching SCRUM in computing courses. Journal of Systems and Software, v. 86, n. 10, p. 2675-2687.
Gresse von Wangenheim, C. et al. (2014). Project Detective a Game for Teaching Earned Value Management. International Journal of Teaching and Case Studies, v. 5, n. 3/4, p. 216-234.
Hussein, B. A. (2015). A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement. Education Sciences, v. 5, p. 104-125.
Maxim, B. R., Brunvand, S., e Decker, A. (2017). Use of role-play and gamification in a software project course. In: Proc. IEEE Frontiers in Education Conference (FIE), Indianapolis, USA.
Mendes, E. et al. (2018). Using Role-Play to Teach Software Engineering. In: Proc. of the 22nd International Conference on Evaluation and Assessment in Software Engineering (EASE), Christchurch, New Zealand.
Ojiako, U. et al. (2011). Learning and teaching challenges in project management. International Journal of Project Management, v. 29, n. 3, p. 268–278.
Petri, G. et al. (2019). Effectiveness of Games in Software Project Management Education: An Experimental Study. Journal of Universal Computer Science (J.UCS), v. 25, n. 7, p. 840-865.
Petri, G. e Gresse von Wangenheim, C. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, v. 107, p. 68-90.
PMI – Project Management Institute (2013). A Guide to the Project Management Body of Knowledge (PMBOK Guide). 5. ed. Newtown Square, PA.
Prensky, M. (2007). Digital Game-Based Learning. New York: Paragon House.
Ritterfeld, U., Cody, M., e Vorderer, P. (Eds.) (2010). Serious Games: Mechanisms and Effects. New York: Routledge.
Souza, M. et al. (2022). The use of games in Software Engineering education: A systematic mapping. Journal of Systems and Software.
Backlund, P. e Hendrix, M. (2013). Educational games - Are they worth the effort? A literature survey of the effectiveness of serious games. In: Proc. of the 5th Int. Conf. on Games and Virtual Worlds for Serious Applications, Poole, UK.
Battistella, P. et al. (2016). Um Quiz Game para a revisão de conhecimento em Gerenciamento de Projetos. In: Anais do XXVII Simpósio Brasileiro de Informática na Educação (SBIE), Uberlândia/MG.
Bourque, P. e Fairley, R. E. (2014). Swebok v3.0 Guide to the Software Engineering Body of Knowledge. IEEE Computer Society.
Cardoso, B. M. e Petri, G. (2025). Jogos e dinâmicas no ensino de gerência de projetos de software: um relato de experiência. In: Educação 5.0: Inteligência Artificial e Tecnologias Digitais a Serviço da Aprendizagem. Arco Editores, Santa Maria/RS.
Cohn, M. (2005). Agile Estimating and Planning. Pearson Education.
Connolly, T. M. et al. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, v. 59, n. 2, p. 661-686.
Geist, D. B. e Myers, M. E. (2007). Pedagogy and project management: Should you practice what you preach. Journal of Computing Sciences in Colleges, v. 23, n. 2, p. 202–208.
Gimenes, I. (2015). Os dilemas didáticos da Engenharia de Software. Computação Brasil, v. 28. .
Gresse von Wangenheim, C. et al. (2013). SCRUMIA - An educational game for teaching SCRUM in computing courses. Journal of Systems and Software, v. 86, n. 10, p. 2675-2687.
Gresse von Wangenheim, C. et al. (2014). Project Detective a Game for Teaching Earned Value Management. International Journal of Teaching and Case Studies, v. 5, n. 3/4, p. 216-234.
Hussein, B. A. (2015). A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement. Education Sciences, v. 5, p. 104-125.
Maxim, B. R., Brunvand, S., e Decker, A. (2017). Use of role-play and gamification in a software project course. In: Proc. IEEE Frontiers in Education Conference (FIE), Indianapolis, USA.
Mendes, E. et al. (2018). Using Role-Play to Teach Software Engineering. In: Proc. of the 22nd International Conference on Evaluation and Assessment in Software Engineering (EASE), Christchurch, New Zealand.
Ojiako, U. et al. (2011). Learning and teaching challenges in project management. International Journal of Project Management, v. 29, n. 3, p. 268–278.
Petri, G. et al. (2019). Effectiveness of Games in Software Project Management Education: An Experimental Study. Journal of Universal Computer Science (J.UCS), v. 25, n. 7, p. 840-865.
Petri, G. e Gresse von Wangenheim, C. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, v. 107, p. 68-90.
PMI – Project Management Institute (2013). A Guide to the Project Management Body of Knowledge (PMBOK Guide). 5. ed. Newtown Square, PA.
Prensky, M. (2007). Digital Game-Based Learning. New York: Paragon House.
Ritterfeld, U., Cody, M., e Vorderer, P. (Eds.) (2010). Serious Games: Mechanisms and Effects. New York: Routledge.
Souza, M. et al. (2022). The use of games in Software Engineering education: A systematic mapping. Journal of Systems and Software.
Publicado
19/07/2026
Como Citar
CARDOSO, Bianca Magro; PETRI, Giani.
Integração de Dinâmicas Vivenciais no Ensino de Gerência de Projetos de Software. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 34. , 2026, Gramado/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 794-804.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2026.21839.
