RESUMOA última reformulação na grade curricular do bacharelado em Ciência da Computação (BCC) do IME-USP deu-se em 1998. Há seis anos, um grupo de alunas, alunos, ex-alunas, ex-alunos, professoras e professores do BCC iniciou um estudo com o objetivo de propor atualizações para a grade curricular do curso. Entre as principais mudanças propostas por este grupo estão a criação de trilhas e o aumento do número de disciplinas optativas eletivas, permitindo, inclusive, que os alunos cursem mais disciplinas de outras áreas e mesmo de outras universidades. Neste texto, apresentamos o processo de mudança da grade, a nova grade curricular, bem como as diferenças entre as estruturas curriculares antiga, anterior e nova. A nova grade curricular entrou em vigor no ano de 2016. É importante observar que o processo contou fortemente com a participação de alunas, alunos, ex-alunas e ex-alunos. Um efeito colateral positivo dessa participação é o aumento do envolvimento das alunas e dos alunos no curso, que pode ser observado pela criação espontânea de diversos grupos de atividades extracurriculares.
Palavras-chave:Ciência da Computação; Reforma Curricular; Alumni.
ABSTRACTThe last curriculum reform of the undergraduate degree Program in Computer Science (BCC) of the IME-USP took place in 1998. Six years ago, a group of BCC students, alumni, and professors began a study aiming to propose updates to the BCC curriculum. Among the main changes proposed by this group are the creation of tracks and the increase in the number of elective courses, allowing students to attend more courses from other areas and even from other universities. In this paper we present the update process of the curriculum, the new curriculum, as well as the differences between old, previous and new curricula. The new curriculum became valid in 2016. It is important to note that the process relied on the participation of students and former students. A positive side effect of this participation is the increase of the students' involvement in the Program, which can be observed by the spontaneous creation of various extracurricular activities groups.
This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.
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