Software Engineering


 Software Engineering, as demonstrated throughout this article, is aninterdisciplinary area of knowledge by its nature. In this sense, the educationalprocess of those who will act in any area of its scope of coverage must be, equally,interdisciplinary. This is most emphatically observed when it is taken into accountthe social transformations currently made possible by information andcommunication technologies.In this respect, since the products to be produced by people who work in thisarea tend to influence, or even change the ways in which social interactionshappen, attention must be paid to ethical, philosophical and social issues in theirformation. The technicist and super-specialized profile, derived from positivist

prejudices, which, as says Boaventura de Souza Santos (2008), results in the

formation of specialized ignoramuses, no longer meets contemporary needs.Face of this, the disciplinary paradigm of modern science, reflected in theReference Curriculum of the Brazilian Computer Society (2005), made the SoftwareEngineering reduced to some disciplines of the Curriculum Framework in theCourses of the Computing area that take it as a reference. This hampersinterdisciplinary actions aimed at building a global understanding of this area that,given its complexity, has been transformed into an undergraduate course.Thus, even though in 2008 the University of Brasilia started to offer the firstundergraduate course in Software Engineering in Brazil, the others undergraduatecourses in the Computing area still maintains it as fragmented disciplines in thecurriculum. This creates the need for interdisciplinary educational actions aimedat promoting an educational process capable of preparing citizens whose intereststranscend purely technicist issues.In this sense, this le proposes an alternative to the teaching-learning processof Software Engineering using Problem-based Learning (PBL), being the result ofpractices, explored bibliographical researches and documentary analyzes. The bibliographical references used to carry out this research is constituted of National Curricular Guide Lines for higher education in the Computing area, currentbibliography in Education and Software Engineering, papers published inperiodicals, master thesis and doctoral dissertation, as well as others national andinternational normative documents.Thus, in this paper we will try to show, first, the main pedagogical andepistemological implications related to interdisciplinarity in general. In thesequence, we will establish conditions for the understanding of theinterdisciplinary character of software engineering. After this, a comprehensiveoverview of the PBL and its possibilities for interdisciplinary teaching will be

offered, as well as a summary of chmitd

’s

 (1983) seven-step technique.

Finally, a discussion will be developed, taking into account the NationalCurricular Guidelines for the undergraduate courses of the Computing area andthe possibilities offered by the PBL for the interdisciplinary teaching of SoftwareEngineering

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