ENSINAMOS A PROGRAMAR DA FORMA QUE APRENDEMOS? UMA ANÁLISE COMPARATIVA DE COMO OS PROFESSORES DO IFPE APRENDERAM A PROGRAMAR E COMO ELES ENSINAM

Abstract

Access to computer programming education through Information Technology (IT) courses was historically monopolized by the middle class. Thus, classes employed teaching methodologies based on the typical prerequisites of their students' profiles. However, since the expansion of federal education in the mid-2000s and the Quota Law (No. 12.711) of 2012, a process of democratization of access to IT courses has occurred, consequently altering the profile of its students. Therefore, the prerequisites of a typical middle-class student (such as dedicating part of their free time to studies, having a study space and a computer at home, and familiarity with mathematical concepts and the English language) can no longer be considered in programming education. Given this context, this study investigates whether the teaching-learning processes of computer programming used by teachers at the Federal Institute of Education, Science and Technology of Pernambuco (IFPE) have a direct relationship with the processes adopted by these teachers' professors in their own training. To this end, a qualitative methodology was applied, involving analysis of the pedagogical projects of the IT courses at IFPE and semi-structured interviews with five professors of introductory programming courses at IFPE. After analyzing the collected material, it was possible to find evidence that the teaching of programming at IFPE has a relationship between how the professors learned and the methodology they apply in their classes. This result highlights the importance of discussing the teaching and adaptation of computer programming teaching-learning processes to the profile of IFPE students. Especially from the perspective of the students' strengths and limitations, seeking to produce a civic and inclusive education, preparing them for the world of work and capable of minimizing dropout and retention rates.