Uma pesquisa qualitativa do contexto de ensino em requisitos de software no Brasil

Abstract

Requirements Engineering is fundamental in the software development process and is the subject of investigation in this study, focusing on the context of teaching in Information Technology (IT) courses in Brazil and examining this crucial discipline from the perspective of educators. This approach is justified, firstly, by the importance of requirements in software development. Furthermore, the increasingly common presence of the Software Requirements discipline in various undergraduate curricula is considered. The need to understand how this discipline is taught, which practices are adopted, which tools are used, and what difficulties are experienced emerges as an additional motivation. Thus, the aim of this work was to investigate the context of teaching the Software Requirements discipline in undergraduate IT courses in Brazil, conducting a qualitative analysis. For this purpose, three stages were carried out: an Exploratory Survey, Interviews, and Thematic Analysis. The Exploratory Survey obtained 14 valid responses from professors in eight Brazilian states, providing a comprehensive overview of teaching practices. The interview aimed to delve into the perceptions and challenges identified in the survey, providing a richer and contextualized understanding of pedagogical practices, adopted strategies, and the experiences of professors in teaching the Software Requirements discipline. This additional method allowed capturing nuances that would not be fully explored only with the Survey approach. Of the six interviews conducted, four participants also responded to the survey, ensuring an integrated approach. Additionally, two interviewees were externally invited, enriching the diversity of perspectives. Thematic Analysis led to the identification of nine themes and 32 codes, with a significant example being the “Realistic Practices“ code under the “Challenges“ theme. This code reflects the difficulties reported by several interviewees in trying to incorporate practical activities that resemble the reality of the job market. These findings stand out as substantial statements shedding light on the context of teaching requirements, providing valuable insights into the challenges faced by educators in this field. These elements are crucial for understanding the challenges and opportunities faced by educators, contributing to the continuous improvement of software requirements teaching. This study aims to adapt teaching to contemporary demands and prepare future IT professionals for the dynamic challenges of the software industry.