This study presents a detailed analysis of security vulnerabilities in electronic bank transfers in Brazil, with a particular emphasis on transactions conducted via PIX. PIX is an instant payment system created by the Central Bank of Brazil that allows individuals and businesses to make real-time money transfers using simple identifiers like phone numbers, email addresses, or QR codes. The primary objective is to identify potential threats and propose effective countermeasures. To this end, the paper introduces an innovative approach that applies temporal and geolocation-based filters to enhance the security of PIX transactions. In addition, the research outlines the development of a computational tool designed to simulate the implementation of these measures. This tool serves to evaluate the practicality and effectiveness of the proposed solutions in mitigating fraud and other risks associated with digital financial transfers.

This paper discusses the challenge of teaching Digital Twins in computing courses focuses on three key dimensions: emerging technological, economic, and cultural factors; trends likely to influence the educational, professional, and sociocultural experiences of students, educators, and society at large; and a forward-looking vision for the future of computing education. To address these dimensions, the paper proposes a set of adaptable course syllabi designed to align with the specific needs, goals, and institutional contexts of diverse academic environments. These proposals aim not only to introduce students to the foundational principles of Digital Twins but also to foster critical engagement with their broader implications for innovation, interdisciplinarity, and ethical practice in computing.

Big data applications, as well as the whole myriad of applications arisen through the evolution of the body of knowledge commonly known as Data Science brings new challenges to CS-related courses curricula. The demands imposed in CS-related courses by the recent development of data-oriented application makes that visualization skills became an important part of both undergraduate and graduate formation. In this sense, this paper presents a syllabus for a Knowledge Visualization course, adaptable to both undergraduate and graduate levels, which aims to contribute to systematize the competences, skills and attitudes regarding data, information and knowledge visualization that are expected to be developed by future professionals.

This paper discusses the challenges related to the insertion of Virtual and Augmented Reality in the teaching and learning processes, considering their multidisciplinary aspect, the adherence to Web 3.0 and a scenario of possible gains and results with such an insertion. There will be pointed out the features that made VR and AR solutions with a potential big impact, despite not properly explored. as well as the challenges that are presented to Computers and Education field, and possible approaches to solve them.

The concept of authorship related to the new technologies of information and communication, especially when created collaboratively, draws a discussion that presents different legal interpretations in the relations between different nations. The production of open educational resources is not a multinational context involving authors who bring with them the legal framework they are subject to. Discussing the legal elements involved with authors of a work produced in digital pallet becomes necessary for a definition of the future of the work. The resource produced in a collaborative way presents challenges not understood and adoption of a single legal proposal there are no clear legal milestones for authorship of multinational collaborative works. Copyright is suitable for this new production of collaborative works. This article presents the legal elements and how they influence the production of open educational resources, especially in the production of open text textbooks, and their production should be observed and discussed previously, in order to avoid future legal demands and evolve the legal concepts involved between different nations.

Various didactic strategies to develop Computational Thinking (CT) skills have been successful in terms of student engagement and educational outcomes. However, monitoring the learning progress of students is still a hurdle to teachers and researchers. In this context, we explore the use of self-organizing maps for analyzing games produced in a game building workshop offered simultaneously to technical education students in Brazil and to undergraduate students in Computer Engineering in Chile. Metrics from seven CT features present in the games were extracted with the Dr. Scratch tool and used as an input in the training process. The results allowed a clustering analysis considering the identified features and the correlation between learning behaviors. The organization of the map reflected a progressive skill acquisition identified by features present in the developed games. Also, it could be identified that students of both educational levels reached similar levels of CT skill development.

The pervasiveness of computer devices in everyday situations poses a fundamental question about Computer Sciences as being part of those known as basic sciences. However, it would be more beneficial not to consider computation only as a technique, but instead as a way of reasoning and problem solving. Under this perspective, there are inherent relationships among the knowledge, skills and attitudes that emanate from this field and those ones commonly related to Math. This paper discusses the relationship between the so-named Computational Thinking and the foundations of Math Education, based on a literature review. Three groups of skills that can be jointly developed by both areas are identified and some challenges and implications for education in Computer Sciences are discussed.