An overview of Computational Linguistics teaching in Letters and Linguistics courses in Brazil

Abstract

The recent proliferation of generative artificial intelligence technologies indicates the increasingly urgent need to integrate computational linguistics into the training of language professionals. To achieve this, it is necessary to investigate what is being done in this regard in the national context. Therefore, this study investigates the teaching and learning profile of computational linguistics in undergraduate and graduate Letters and Linguistics programs in Brazil, analyzing bibliographical materials and syllabi. Computational linguistics encompasses both scientific and technological motivations, being an interdisciplinary field with varied terminology that reflects theoretical and practical emphases. The literature on the subject points to a gap in the national literature on the teaching of computational linguistics. International studies, although scarce, such as those by Amaro (2016), Baldridge and Erk (2008), and Fosler-Lussier (2008), reveal challenges related to the aversion to formal representations and the heterogeneity of students' knowledge. The case of the University of Tartu (Koit et al., 2002) demonstrates a successful interdisciplinary model, which reinforces the importance of investigating the Brazilian context to improve the education of Letters and Linguistics students. The methodology adopted is a mixed method, based on content and document analysis (Moraes, 1999; Libâneo, 1994). Publicly available computational linguistics syllabi from Language and Literature courses at Brazilian universities were collected and systematized. The analysis focused on syllabi, objectives, methodologies, and bibliographical references, seeking pedagogical patterns and trends. The results indicate the presence of computational linguistics in 3 undergraduate and 5 graduate programs. Systematizing the data in a spreadsheet allowed us to identify the most frequent references and analyze the didactic and pedagogical nature of the programs. This initial survey suggests recognition of the field but highlights the need for a deeper understanding of teaching practices. The presence of the discipline in several institutions is a positive indicator, but the scarcity of specific literature on the subject and the complexity of the pedagogical challenges demand future research. Thus, this work serves as a basis for research aimed at improving curricula and education of linguists and other language professionals.