<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782025000100112</article-id>
<article-id pub-id-type="doi">10.5585/2025.27571</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ascensão dos dados e a expansão da oferta de cursos de computação: desafios para a formação ética]]></article-title>
<article-title xml:lang="en"><![CDATA[The rise of data and the expansion of computing courses: challenges for ethical education]]></article-title>
<article-title xml:lang="es"><![CDATA[El ascenso de los datos y la expansión de la oferta de cursos de computación: desafíos para la formación ética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Cardoso Freire da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Jaciara de Sá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<numero>72</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782025000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A crescente oferta de cursos de graduação na Computação, mais especificamente em campos que envolvem o uso e processamento de imensos volumes de dados, como a Inteligência Artificial, destaca a urgência problematizar os valores presentes na formação dos futuros profissionais que desenvolvem essas tecnologias. A partir de um mapeamento destes cursos, realizado na plataforma E-mec, a pesquisa qualitativa aqui comunicada discute valores que estariam presentes na formação dos estudantes e potenciais riscos que emergem de suas escolhas e práticas profissionais ao longo do processo de desenvolvimento. Foi realizada uma análise de conteúdo do material e as discussões apresentadas foram desenvolvidas a partir de uma perspectiva crítico-transformadora. O resultado aponta uma forte concentração desses cursos nas regiões Sul e Sudeste do país e um direcionamento técnico-formativo para a rápida inserção no mercado profissional, focalizando a concepção de &#8220;soluções&#8221; otimizadas e redimensionadas para atender interesses diversos. O estudo sugere a relevância das Diretrizes Curriculares Nacionais destes cursos para assegurar processos formativos que contribuam com a promoção de agentes morais responsáveis e um desenvolvimento tecnológico mais representativo dos valores e interesses da coletividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The growing offer of undergraduate courses in Computing, particularly in fields that involve the use and processing of vast amounts of data, such as Artificial Intelligence, highlights the urgency of addressing the values embedded in the education of future professionals who develop these technologies. Based on a mapping of these courses conducted using the E-mec platform, the qualitative research presented here discusses the values present in the students' education and the potential risks that arise from their choices and professional practices throughout the development process. A content analysis was conducted on the material, and the discussions presented were developed from a critical-transformative perspective. The results reveal a strong concentration of these courses in the South and Southeast regions of the country and a technical-training focus on the rapid insertion into the professional market, emphasizing the development of optimized and restructured "solutions" to meet diverse interests. The study highlights the importance of the National Curricular Guidelines for these courses in ensuring formative processes that contribute to the promotion of responsible moral agents and technological development that better represents the values and interests of society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La creciente oferta de cursos de grado en Computación, específicamente en áreas que implican el uso y procesamiento de enormes volúmenes de datos, como la Inteligencia Artificial, resalta la urgencia de problematizar los valores presentes en la formación de los futuros profesionales que desarrollan estas tecnologías. A partir de un mapeo de estos cursos, realizado en la plataforma E-mec, la investigación cualitativa aquí presentada discute los valores presentes en la formación de los estudiantes y los riesgos potenciales que surgen de sus elecciones y prácticas profesionales a lo largo del proceso de desarrollo. Se realizó un análisis de contenido del material, y las discusiones presentadas se desarrollaron desde una perspectiva crítico-transformadora. Los resultados muestran una fuerte concentración de estos cursos en las regiones Sur y Sudeste del país y un enfoque técnico-formativo para la rápida inserción en el mercado profesional, con énfasis en la concepción de "soluciones" optimizadas y redimensionadas para atender a intereses diversos. El estudio sugiere la relevancia de las Directrices Curriculares Nacionales de estos cursos para asegurar procesos formativos que contribuyan a la promoción de agentes morales responsables y un desarrollo tecnológico más representativo de los valores e intereses de la colectividad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[desenvolvimento tecnológico]]></kwd>
<kwd lng="pt"><![CDATA[formação crítica]]></kwd>
<kwd lng="pt"><![CDATA[inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[responsabilidade]]></kwd>
<kwd lng="pt"><![CDATA[sociedade de dados]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[critical education]]></kwd>
<kwd lng="en"><![CDATA[data society]]></kwd>
<kwd lng="en"><![CDATA[responsibility]]></kwd>
<kwd lng="en"><![CDATA[technological development]]></kwd>
<kwd lng="es"><![CDATA[desarrollo tecnológico]]></kwd>
<kwd lng="es"><![CDATA[formación crítica]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[responsabilidade]]></kwd>
<kwd lng="es"><![CDATA[sociedad de datos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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