Almost all college and university courses have integrated disciplines for the teaching of programming in their curricula. The importance of knowing “how to program” has contributed towards increasing private and public initiatives for the teaching of programming in different countries. Many of such initiatives include changes in the curriculum of primary and high schools, replacing disciplines by programming classes. Despite the increasing needs for the learning of programming, many limitations and problems as (i) learning to program, (ii) application of programming concepts, (iii) understanding of programs, (iv) process of refactoring and factoring programs, (v) students' motivation, and (vi) teachers' difficulties have been imposed on this domain. In this perspective, this paper presents a survey conducted with Brazilian teachers and learners, from private and public institutions, aiming at: (i) identifying the relevance of the international problems in Brazilian higher education, (ii) identifying the main solutions that have been adopted in programming disciplines and their limitations, including software solutions, and (iii) collecting problems in teaching of programming in learner's perspective. Based on the results of the survey, a set of main challenges to be solved for providing a better adoption of programming disciplines in Brazilian curricula are presented and discussed. The challenges are complemented with discussions about the economic and technological limitations of the country. Moreover, means to mitigate the problems presented in both scenarios, national and international, are discussed as well.