Desafios reais em cibersegurança: uma abordagem educacional em pós-graduação e a importância da parceria com a indústria
Resumo
Este artigo analisa a parceria entre academia e indústria para impulsionar a inovação educacional em cibersegurança. Desafios reais do setor trouxeram autenticidade ao aprendizado, promovendo o desenvolvimento de competências. A proposta, baseada em aprendizagem por desafios e competências, foi aplicada em um curso de pós-graduação. A avaliação do impacto educacional baseou-se na aprendizagem autorregulada. Os resultados indicaram o desenvolvimento de competências reconhecidas por alunos e indústria. Empregabilidade e inovação aberta validaram a eficácia do modelo.Referências
Brasil (2023). Decreto nº 11.856, de 26 de dezembro de 2023. Diário Oficial da União: seção 1, Brasília, DF, ed. extra, p. 1, 26 dez. 2023. Institui a Política Nacional de Cibersegurança - PNCiber e cria o Comitê Nacional de Cibersegurança - CNCiber.
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Burley, D., Bishop, M., Kaza, S., Gibson, D. S., Hawthorne, E., and Buck, S. (2017). Acm joint task force on cybersecurity education. In Proceedings of the 2017 ACM SIGCSE technical symposium on computer science education, pages 683–684.
Dolin, J., Black, P., Harlen, W., and Tiberghien, A. (2018). Exploring relations between formative and summative assessment. Transforming assessment: Through an interplay between practice, research and policy, pages 53–80.
Guba, E. G. and Lincoln, Y. S. (1989). Fourth Generation Evaluation. Sage Publications, Newbury Park, CA.
Henri, M., Johnson, M. D., and Nepal, B. (2017). A review of competency-based learning: Tools, assessments, and recommendations. Journal of engineering education, 106(4):607–638.
(ISC)2 (2023). Cybersecurity workforce study: Looking deeper into the workforce gap. Acesso em: 07 abr. 2025.
Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., and Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. IEEE ACCESS, 9:85151–85197.
Lee, J. H. and Shvetsova, O. A. (2019). The impact of vr application on student’s competency development: A comparative study of regular and vr engineering classes with similar competency scopes. SUSTAINABILITY, 11.
Leijon, M., Gudmundsson, P., Staaf, P., and Christersson, C. (2022). Challenge based learning in higher education–a systematic literature review. Innovations in education and teaching international, 59(5):609–618.
Leles, A., Zaina, L., and Cardoso, J. R. (2024). Challenge-based learning for competency development in engineering education, a prisma-based systematic literature review. IEEE Transactions on Education.
López-Fernández, D., Sánchez, P. S., Fernández, J., Tinao, I., and Lapuerta, V. (2020). Challenge-based learning in aerospace engineering education: the esa concurrent engineering challenge at the technical university of madrid. Acta Astronautica, 171:369–377.
Membrillo-Hernández, J., de Jesús Ramírez-Cadena, M., Ramírez-Medrano, A., García-Castelán, R. M., and García-García, R. (2021). Implementation of the challenge-based learning approach in academic engineering programs. International Journal on Interactive Design and Manufacturing (IJIDeM), 15(2):287–298.
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
Mueck, M., Roberts, T., Du Boispéan, S., and Gaie, C. (2025). Introduction to the european cyber resilience act. In European Digital Regulations, pages 91–110. Springer.
Stake, R. E. (1995). The Art of Case Study Research. SAGE Publications. World Economic Forum (2024). There aren’t enough cybersecurity workers. a new report explains why. Acesso em: 07 abr. 2025.
Yin, R. K. (2015). Case Study Research and Applications: Design and Methods. SAGE Publications, 6 edition.
Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., and Xie, C. (2020). Profiling selfregulation behaviors in stem learning of engineering design. Computers & Education, 143:103669.
Brasscom (2025). Estudo da brasscom aponta demanda de 797 mil profissionais de tecnologia até 2025. Acesso em: 07 abr. 2025.
Burley, D., Bishop, M., Kaza, S., Gibson, D. S., Hawthorne, E., and Buck, S. (2017). Acm joint task force on cybersecurity education. In Proceedings of the 2017 ACM SIGCSE technical symposium on computer science education, pages 683–684.
Dolin, J., Black, P., Harlen, W., and Tiberghien, A. (2018). Exploring relations between formative and summative assessment. Transforming assessment: Through an interplay between practice, research and policy, pages 53–80.
Guba, E. G. and Lincoln, Y. S. (1989). Fourth Generation Evaluation. Sage Publications, Newbury Park, CA.
Henri, M., Johnson, M. D., and Nepal, B. (2017). A review of competency-based learning: Tools, assessments, and recommendations. Journal of engineering education, 106(4):607–638.
(ISC)2 (2023). Cybersecurity workforce study: Looking deeper into the workforce gap. Acesso em: 07 abr. 2025.
Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., and Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. IEEE ACCESS, 9:85151–85197.
Lee, J. H. and Shvetsova, O. A. (2019). The impact of vr application on student’s competency development: A comparative study of regular and vr engineering classes with similar competency scopes. SUSTAINABILITY, 11.
Leijon, M., Gudmundsson, P., Staaf, P., and Christersson, C. (2022). Challenge based learning in higher education–a systematic literature review. Innovations in education and teaching international, 59(5):609–618.
Leles, A., Zaina, L., and Cardoso, J. R. (2024). Challenge-based learning for competency development in engineering education, a prisma-based systematic literature review. IEEE Transactions on Education.
López-Fernández, D., Sánchez, P. S., Fernández, J., Tinao, I., and Lapuerta, V. (2020). Challenge-based learning in aerospace engineering education: the esa concurrent engineering challenge at the technical university of madrid. Acta Astronautica, 171:369–377.
Membrillo-Hernández, J., de Jesús Ramírez-Cadena, M., Ramírez-Medrano, A., García-Castelán, R. M., and García-García, R. (2021). Implementation of the challenge-based learning approach in academic engineering programs. International Journal on Interactive Design and Manufacturing (IJIDeM), 15(2):287–298.
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
Mueck, M., Roberts, T., Du Boispéan, S., and Gaie, C. (2025). Introduction to the european cyber resilience act. In European Digital Regulations, pages 91–110. Springer.
Stake, R. E. (1995). The Art of Case Study Research. SAGE Publications. World Economic Forum (2024). There aren’t enough cybersecurity workers. a new report explains why. Acesso em: 07 abr. 2025.
Yin, R. K. (2015). Case Study Research and Applications: Design and Methods. SAGE Publications, 6 edition.
Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., and Xie, C. (2020). Profiling selfregulation behaviors in stem learning of engineering design. Computers & Education, 143:103669.
Publicado
01/09/2025
Como Citar
LELES, Andreia; FREIRE, Luciano; MACHADO, Rafael; PARADA, Marcelo.
Desafios reais em cibersegurança: uma abordagem educacional em pós-graduação e a importância da parceria com a indústria. In: TRILHA DE INTERAÇÃO COM A INDÚSTRIA E DE INOVAÇÃO - SIMPÓSIO BRASILEIRO DE CIBERSEGURANÇA (SBSEG), 25. , 2025, Foz do Iguaçu/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 414-422.
DOI: https://doi.org/10.5753/sbseg_estendido.2025.15322.
