Programming in Brazilian Higher Education and High School: A Systematic Literature Review

TL;DR

The paper addresses the lack of standardized programming education in Brazil for high school and higher education. It conducts a systematic review of 76 primary studies from the SOL repository published between 2013 and 2023 to map the prevailing teaching methods, programming languages, and content. Key findings show that game-based, robotics-focused, and gamified approaches are prevalent, with introductory concepts and languages like C and Python commonly taught; evaluations are mainly quantitative or qualitative, and there is a weak association between programming language and teaching method ($r \approx 0.14$). The study also reveals regional and institutional disparities and a post-2021 decline in publications, underscoring a need for updated national policies and further work on long-term learning outcomes and dropout mitigation.

Abstract

Programming, which is both economically significant and mentally stimulating, has been found to benefit the aging brain and to enhance cognitive function at various educational levels. Despite its advantages, challenges persist in standardizing and implementing programming education effectively across both the higher and secondary education levels in Brazil. To shed light on these issues, we carried out a systematic review of programming teaching methods in the Brazilian context, examining gaps, common techniques, approaches, and action opportunities in programming education. Our findings provide valuable recommendations for educational policymakers and educators to develop effective and updated national policies to teach programming.

Figures (9)

• Figure 1: Paper selection process.
• Figure 2: Number of publications per year.
• Figure 3: Allocation of publications over years in contrast to conferences.
• Figure 4: Heat map of the distribution of publications across regions of Brazil.
• Figure 5: Number and percentage of publications by educational level.