Teaching Computer Graphics in Brazil M. WALTER , A. FRERY ,CARLA M.D.S. FREITAS ,L´ EO P. MAGALH ˜ AES ,LUIZ VELHO Mestrado em Computac ¸˜ ao Aplicada - UNISINOS Centro de Inform´ atica - UFPE Instituto de Inform´ atica - UFRGS Faculdade de Engenharia El´ etrica e Computac ¸˜ ao - UNICAMP Instituto de Matem´ atica Pura e Aplicada Abstract. We present in this panel a collection of views and experiences about computer graphics teaching and education in Brazil. We hope this discussion will further development of guidelines and teaching materials for computer graphics curricula and courses. 1 Introduction The activities related with Computer Graphics Teaching in Brazil have received relatively little attention and discus- sion from the Computer Graphics Academic Community. On one hand we have a strong research community ma- ture enough to deserve international recognition [8]. On the other hand it seems we are not paying enough attention to discuss issues related with teaching computer graphics, in spite of individual efforts [1]. This panel aims to be a forum for discussions on var- ious issues related with Computer Graphics Teaching in Brazil. In general terms the main goals of this panel are: To discuss the syllabi for introductory computer sci- ence graphics courses To identify a set of most-commonly taught concepts in introductory courses. To assess the impact of OpenGL in teaching computer graphics concepts. To encourage the submission of papers, panels, work- shops on issues of interest to computer science graph- ics educators in Brazil. Below we list the main topics which are going to be ad- dressed by the members of the panel. 2 Undergraduate versus Graduate Syllabi Computer Graphics in Brazil has seen a great development since the first courses appeared in late 80’s (the first SIB- GRAPI was held in 1987). Initially the courses were taugth only at the Graduate level. Gradually, the educational insti- tutions started to adapt their curricula to include computer graphics courses as a mandatory subject for every under- graduate in Computer Science. What should be the scope of each level? As the field matures many topics which were usually only covered at the graduate level are also now covered at the undergraduate level, leaving the instruc- tor with the hard task of selecting suitable topics for each level. What should be covered at both undergraduate and graduate levels? 3 Suggested Syllabus by the Brazilian Computer Soci- ety There is an ongoing discussion sponsored by the Brazil- ian Computer Society to propose a reference curriculum for Computer Science courses in Brazil. This suggestion lists a required course in Computer Graphics. What do we have to say about this course? Is the description complete? Which topics should be covered? In what depth? What is the stan- dard software and hardware environment that we should have in our labs? The SIGGRAPH Educational Committee is also addressing these issues in North American Schools. For instance see [6, 4]. 4 Textbooks In general, the field of Computer Science does not have many available good textbooks in Portuguese for under- graduate courses. As a result the instructors are faced with the dilema of how to make the literature more available to their students. Invariably the possibilities are two, either to use personal notes written by the teachers themselves or to use literature in English. What does that mean? Of course it does not mean that we are not capable of writing good text- books in Portuguese as the exceptional efforts by Gomes and Velho so evidently show [2, 3]. As a community should we concentrate our efforts on translations of well-known books or stimulate original books in Portuguese?