Análise do nível de adequação das matrizes curriculares dos cursos de computação no Brasil ao modelo de competências

Abstract

Computing is a dynamic field that demands constant adaptation to social and technological advancements. To align with labor market trends, the Brazilian Computer Society (SBC) published the Reference Curricula for undergraduate Computing courses in 2017, introducing a competency-based approach aimed at providing students with a more integrated, flexible, and relevant education. However, implementation within Higher Education Institutions (HEIs) is neither simple nor immediate, requiring a reconceptualization of teaching and learning, strategic planning, and collaborative management. Consequently, the core problem guiding this study addresses the challenges involved in implementing this approach within the curricula of Brazilian Computing courses. This study aims to analyze the adoption of CompetencyBased Education (CBE) in Brazilian Computing courses, following SBC guidelines. Methodologically, it is grounded in a bibliographic review of related works and discussions regarding competency-based teaching. Furthermore, documentary research was conducted on SBC reference documents and Pedagogical Course Projects (PPCs) from various universities to evaluate how competencies are defined and integrated. Complementarily, interviews with coordinators aimed to map their profiles, insights, challenges, and strategies regarding the implementation of this curriculum model. The results of the documentary analysis reveal that none of the examined PPCs fully meets the seven proposed evaluation criteria; the majority of courses satisfy only two items, with only five courses achieving five criteria. Interviews with coordinators corroborate this scenario, indicating, on one hand, clarity regarding the definition of graduate profiles and general competencies, and on the other, difficulties in articulating and institutionalizing teaching methodologies and assessment processes consistent with CBE, which often remain restricted to individual faculty initiatives. Based on these findings, a set of recommendations was developed to enhance the implementation of CBE-based curricula in Brazilian Computing courses, thereby contributing to the improvement of educational quality in the field.