From syllabi to classrooms: a quantitative study of Database teaching in Brazil

This article surveys the teaching of Databases in undergraduate computer science programs using a mixed-methods analysis approach. The content taught aligns with the National Curriculum Guidelines established by Brazil’s Ministry of Education, the training frameworks proposed by the Brazilian Computing Society (SBC), and the Association for Computing Machinery (ACM) curricular recommendations. While the theoretical foundations of Databases date back to the 1970s, new data models, technologies, and evolving computing environments raise relevant questions about the need to review and update these foundations. The study involved a document analysis of 501 syllabi and course outlines from Computer Science, Computer Engineering, and Information Systems undergraduate programs. Additionally, a semi-structured questionnaire was administered to instructors of these courses, complemented by extensive direct observation. The data were analyzed using statistical methods. The results revealed that, even though the courses follow established norms and guidelines in the field, they exhibit distinct characteristics regarding the course content, theory-practice balance, workload, and textbook selection. This research offers valuable insights for future improvements in Database education within undergraduate computer science programs.