A Importância dos Cursos Complementares na Formação dos Profissionais da Área de Tecnologia da Informação
Resumo
A indústria da Tecnologia da Informação (TI) ao longo dos anos vem necessitando uma alta demanda de profissionais qualificados. Entretanto, a Academia não consegue formar profissionais para suprir tal necessidade, gerando lacunas na relação entre Academia e Indústria. Desta forma, o objetivo desta pesquisa é identificar maneiras em que essas lacunas podem ser reduzidas e constatar a necessidade e importância de cursos de formação complementar no aperfeiçoamento do profissional de TI. Espera-se por meio desta pesquisa salientar o uso de cursos de formação complementar como estratégia efetiva para a redução da lacuna entre Academia e Indústria quanto a formação profissional.Referências
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Ouhbi, S. and Pombo, N. (2020). Software engineering education: Challenges and perspectives. In Proceedings of the IEEE Global Engineering Education Conference, pages 202–209, Porto, Portugal. IEEE.
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Steglich, C., Salerno, L., Fernandes, T., Marczak, S., Dutra, A., Bacelo, A. P., and Trindade, C. (2020b). Hackathons as a pedagogical strategy to engage students to learn and to adopt software engineering practices. In Proceedings of the Brazilian Symposium on Software Engineering, pages 670–679, Natal, Brasil.
Zowghi, D. and Paryani, S. (2003). Teaching requirements engineering through role playing: Lessons learnt. In Proceedings of the International Requirements Engineering Conference, pages 233–241, Monterey Bay, EUA. IEEE.
Bruegge, B., Krusche, S., and Alperowitz, L. (Dez 2015). Software engineering project courses with industrial clients. ACM Transactions on Computing Education, 15(4):1–31.
Cunha, J. A. O. d., Marques, G. A., Lemos, W. L., Câmara Jr, U. D., and Vasconcellos, F. J. (2018). Software engineering education in brazil: a mapping study. In Proceedings of the Brazilian Symposium on Software Engineering, pages 348–356, São Carlos, Brasil.
Hainey, T., Connolly, T. M., Stansfield, M., and Boyle, E. A. (Jan 2011). Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. Computers & Education, 56(1):21–35.
Kiat, P. N. and Kwong, Y. T. (2014). The flipped classroom experience. In Proceedings of the IEEE Conference on Software Engineering Education and Training, pages 39–43, Klagenfurt, Austrália. IEEE.
Kitchenham, B. and Pfleeger, S. (Jan 2002a). Principles of survey research part 2: designing a survey. ACM SIGSOFT Software Engineering Notes, 27:18–20.
Kitchenham, B. and Pfleeger, S. (Mai 2002c). Principles of survey research part 4: questionnaire evaluation. ACM SIGSOFT Software Engineering Notes, 27:20–23.
Kitchenham, B. and Pfleeger, S. (Mar 2002b). Principles of survey research: part 3: constructing a survey instrument. ACM SIGSOFT Software Engineering Notes, 27:20–24.
Kitchenham, B. and Pfleeger, S. (Mar 2003). Principles of survey research part 6: data analysis. ACM SIGSOFT Software Engineering Notes, 28:24–27.
Kitchenham, B. and Pfleeger, S. (Nov 2001). Principles of survey research: part 1: turning lemons into lemonade. ACM SIGSOFT Software Engineering Notes, 26:16–18.
Kitchenham, B. and Pfleeger, S. (Set 2002d). Principles of survey research: part 5: populations and samples. ACM SIGSOFT Software Engineering Notes, 27:17–20.
Kumar, R. (2006). Bridging the gaps–a paradigm shift in software engineering education. Relatório técnico, Indian Institute of Technology Kharagpur.
Morettin, P. A. and Bussab, W. O. (2017). Estatística básica. Editora Saraiva, São Paulo, Brasil.
Nascimento, N., Santos, A. R., Sales, A., and Chanin, R. (2019). An investigation of influencing factors when teaching on active learning environments. In Proceedings of the Brazilian Symposium on Software Engineering, pages 517–522, Salvador, Brasil. ACM.
Oguz, D. and Oguz, K. (Ago 2019). Perspectives on the gap between the software industry and the software engineering education. IEEE Access, 7(1):117527–117543.
Ouhbi, S. and Awad, M. A. M. (2021). The impact of combining storytelling with lecture on female students in software engineering education. In Proceedings of the IEEE Global Engineering Education Conference, pages 443–447, Vienna, Austria. IEEE.
Ouhbi, S. and Pombo, N. (2020). Software engineering education: Challenges and perspectives. In Proceedings of the IEEE Global Engineering Education Conference, pages 202–209, Porto, Portugal. IEEE.
Richardson, I. and Delaney, Y. (2009). Problem-based learning in the software engineering classroom. In Proceedings of the Conference on Software Engineering Education and Training, pages 174–181, Hyderabad, India. IEEE.
Rocha, F. G., Souza, L. S., Silva, T. S., and Rodríguez, G. (2021). Enhancing the student learning experience by adopting tdd and bdd in course projects. In Proceedings of the IEEE Global Engineering Education Conference, pages 1116–1125, Vienna, Austria. IEEE.
Sommerville, I. (2011). Software Engineering. Addison-Wesley, Boston, USA.
Souza, M., Moreira, R., and Figueiredo, E. (2019). Students perception on the use of project-based learning in software engineering education. In Proceedings of the Brazilian Symposium on Software Engineering, pages 537–546, Salvador, Brasil.
Souza, M. R. S. d. A., Constantino, K. F., Veado, L. F., and Figueiredo, E. M. L. (2017). Gamification in software engineering education: An empirical study. In Proceedings of the IEEE Conference on Software Engineering Education and Training, pages 276–284, Savannah, EUA. IEEE.
Steglich, C., Lisboa, A., Prikladnicki, R., Marczak, S., da Costa Móra, M., Olchik, A., Heck, N., Rachid, Y., and Ghidorsi, G. (2020a). Agile accelerator program: From industry-academia collaboration to effective agile training. In Proceedings of the Brazilian Symposium on Software Engineering, pages 21–30, Natal, Brasil. ACM.
Steglich, C., Salerno, L., Fernandes, T., Marczak, S., Dutra, A., Bacelo, A. P., and Trindade, C. (2020b). Hackathons as a pedagogical strategy to engage students to learn and to adopt software engineering practices. In Proceedings of the Brazilian Symposium on Software Engineering, pages 670–679, Natal, Brasil.
Zowghi, D. and Paryani, S. (2003). Teaching requirements engineering through role playing: Lessons learnt. In Proceedings of the International Requirements Engineering Conference, pages 233–241, Monterey Bay, EUA. IEEE.
Publicado
06/08/2023
Como Citar
BONA, Fernando; CHANIN, Rafael; NASCIMENTO, Nicolas; SALES, Afonso.
A Importância dos Cursos Complementares na Formação dos Profissionais da Área de Tecnologia da Informação. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 31. , 2023, João Pessoa/PB.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 420-431.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2023.229737.
