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At Casa Hacker, meetings between educators create spaces to share experiences, challenges, activities, and lessons learned in the classroom. Through these exchanges and reflection on their own practice, educators expand their repertoires and collectively build new possibilities for STEAM education work.
The participation of Hackerclubes students in the II InterCOCEN Science Fair brought classroom learning closer to the research developed at Unicamp. The experience expanded the students' repertoire regarding the applications of technology and helped bring the university closer to their future possibilities.
At Hackerclubes, creativity is used as a pedagogical tool to bring students closer to technology and stimulate autonomy, experimentation, and expression. Classroom experience shows how STEAM education can create spaces for students to not only learn how to use technologies, but also develop their own ideas and solutions.
Implementing STEAM Education in a public school involves listening, articulation, and planning. At 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
In a technology teaching experience, Ocian Junior transformed the classroom into a fleet of hacker pirates, dividing students into crews with different roles and responsibilities. The dynamic aimed to develop collaboration, leadership, autonomy, and respect, showing how gamification can bring technical learning closer to human relationships.
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.
Co-teaching in Casa Hacker's STEAM projects in Sumaré shows that collaboration, trust, and care among educators sustain a sense of belonging for both 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.
On March 12, 2026, in São Paulo, the <b>Minas em Tech Experience</b> brought together around 85 participants to place girls at the center of innovation, technology, and STEAM.
On 29 November 2025, Casa Hacker was featured in a special episode of the programme Mãos Solidárias, which showed how the organisation works on digital inclusion, developing talent in the peripheries and promoting digital rights with a focus on social justice.
Minas em Tech brought the subject of STEAM education for girls to the programme Mulher.com on free-to-air television: visibility to raise awareness among educators, families and public administrators for democratising girls' access to science and technology.
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.
Casa Hacker and Desktop launch Internet Segura: Formação de Educadores — free, in-person training in digital security for teachers and community leaders in Campinas and Sumaré, in November 2025.
An MVP developed by the 2024 Minas em Tech group: an automated vegetable garden that brings together electronics, programming and the Sustainable Development Goals to solve a real problem with affordable technology.
As the culmination of the 2024 Minas em Tech training track, the students prototyped the Fazenda Sustentável: an MVP combining programming, robotics and sustainability in solutions conceived from within the territory.
At Minas em Tech 2024, sustainability became a structuring axis of the STEAM course: girls from public secondary schools developed projects using reclaimed materials — and 100% report having gained more autonomy and confidence.
Hackerclubes 2025 opened 30 places for young people aged 15 to 29 from the outskirts of Campinas and Sumaré: free creative education combining urban art and technology to explore new possibilities for the future.
On International Women's Day, Renata Neves recalls why Brazil has so few women scientists: stereotypes that begin in childhood — and how Minas em Tech creates more opportunities for girls in technology.
Aliene Vilaça and Vivian Thais Leite look back at the first edition of Minas em Tech, in Matão: electronics, programming, 3D modelling and printing — and the final challenge of building an MVP from scratch — in the training programme exclusively for girls.
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.