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Introductory programming courses are part of undergraduate degree programs in engineering and exact sciences with the goal of developing in the students some skills and competencies, such as logical reasoning, problem-solving by means of association, generalization, modularization, among others. Many students of these programs usually have no motivation to engage in the course, since programming is not directly related to their future professional career. To deal with this issue, a group of professors developed a learning methodology that considers the set of courses taken at the same term. The methodology was applied in four classes in different programs and by different professors, in the first term of the 2015 academic year. The preliminary results indicate that the approval rating among students was higher than that of classes in the same term where the methodology was not applied. The methodology was evaluated by the students that, in most cases, approved the dynamic and the proposed activities.

Ensino de Programação para Futuros Não-Programadores: Contextualizando os Exercícios com as Demais Disciplinas de mesmo Período Letivo