Um lugar na história da educação para a didática no ensino de requisitos de software (1990-2016)

Abstract

This master dissertation is linked to the Post-Graduate Program in Education of the University of Caxias do Sul, in the History and Philosophy of Education Line. It analyzes the didactic practices used by three teachers in the discipline of Software Requirements, in distinct periods in higher education, in order to identify changes and permanences in the praxis of the discipline, with a cut from 1990-2016. In order to heal such concerns, changes and permanences in the praxis, reflections were approached from the cultural history and history of the disciplines, with Certeau (1982), Burke (2005 and 2010) and Chervel (1990), didactics with Libâneo (1990) and Reflections on Requirements Engineering, with Pohl and Rupp (2014) and Somerville (2011). The approach used was the qualitative research, with a case study methodology. he empirical construction took place through documental analysis and supported by Oral History. The data collected were submitted to content analysis in order to identify changes and permanences in the didactic practices of the Software Requirements discipline in higher education of three teachers within the presented delimitation. From the research already carried out, there was an evident shortage of research in the historical line with the approximation of technologies, computer science, and computational education. In this way, the importance of this work and the need for knowledge production that addresses the history of the curricula of the training of the professionals of the profession can be perceived. In the speech made by the first teacher, one can see a greater direction of his education, in the researches he conducted and the dedication needed at the time to be both student and teacher, resulting from scarcity or even lack of infrastructure. Changes in practice and discipline itself were directly influenced by the transformations of technology. The second teacher presents a very different scenario, the information age had arrived and with it a myriad of didactic possibilities. In the speech of the third teacher, I bring my memories as a student and as a teacher of the discipline, without pretending to draw conclusions about what were the best practices, but materialize the record of modifications and permanences in didactic practices in the period investigated. The study identifies (a) changes in content, infrastructure, teaching skills (b) permanence in attitudinal competencies, student profile, evaluation methods (c) the need to set up as a field of research the History and Memory of educational processes involving computer-based learning, the training of information professionals and educational computing.