Implementing STEAM Education in a public school involves listening, articulation, and planning. In the Hackerclubes, Casa Hacker connects territory, students, and technology in a pedagogical proposal aimed at expanding opportunities.
This text sets out to discuss the importance of localising the way activities are developed and to consider how outreach sessions — the activities that invite young people to sign up for the Hackerclubes — are more than a way of promoting the project and end up offering young people a space for first contact with
This article gathers reflections and records from the closing of the first Hackerclubes class in Sumaré, a moment that marked not only the end of a learning cycle but also the consolidation of a collective experience built over the semester.
I have been teaching since 2013, always in social organisations. In that time I have worked with adults, older people and people with a range of difficulties. Technology has always been part of the way I teach. More than using computers, I have always tried to use it as a way of bringing people closer, creating connections and making lessons more meaningful.
Teaching in pairs in Casa Hacker's STEAM projects in Sumaré shows that <b>collaboration, trust, and care among educators</b> sustain a sense of belonging for those who teach and those who learn.
AI is already in the classroom: it broadens access to knowledge, but it also opens gaps for surveillance and inequality. Casa Hacker's path is critical use mediated by the educator.
As the final stage of the Redes Conectadas project, Casa Hacker trained educators from four institutions so that each one could carry digital inclusion forward in their own territory.
A record of the training gathering led by Aliene Villaça and Patrícia Polzl with Casa Hacker educators: affection, read through Vygotsky and popular education, as the pedagogical foundation of those who teach and learn in peripheral territories.
STEAM education brings together science, technology, engineering, arts and mathematics in projects that start from real problems — and, in the periphery, it becomes a tool for investigation, autonomy and transformation of students' reality.
no learning found with these filters.