Introduction
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.
From the perspective of the team and of what was lived in the territory, the experience makes clear how important it is to think of the closing not as a full stop, but as a strategic moment of recognition, systematisation and celebration of the students’ achievements.
In the accounts that follow, from the coordination and the teachers, it is possible to access different views of this process: the challenges faced, the lessons built and what it means to follow the development of the project’s first class at close hand.
Account by Amanda Santos, project manager.
Project Manager Amanda stands speaking into a microphone.
Being at the Hackerclube in Sumaré, following the closing of the project’s first class, was a memorable moment, not only for the strength of the projects presented but above all for what it means to celebrate each of the students’ achievements.
From a management point of view, this experience reinforces how essential it is to organise moments of recognition intentionally. The closing ceremony is not merely a symbolic event: it gives material form to a learning cycle, makes the students’ path visible and gives visibility to the collective effort involved. As the ceremony’s own running order shows, every stage, from the project presentations to the certification, was designed to value the students’ agency and the process built over the semester.
Traditionally, management is associated with tracking results. And indeed, looking at indicators, deliverables and impacts is an essential part of the job. Yet being part of this process in Sumaré reaffirms a broader understanding: to manage is, above all, to create the conditions for things to happen. It is to ensure that processes are well structured, that the people involved have support and that the experiences the students live through are meaningful and positive.
In that sense, celebrating achievements is not a detail — it is a central part of the strategy. When we recognise the students’ effort, we give meaning to the path, strengthen bonds and show, concretely, that every stage was worth it. Handing out medals, presenting the projects and awarding certificates are important devices for building that collective appreciation.
More than that, these moments help to communicate something essential: the importance of each student’s commitment. By making visible what has been built — ideas, prototypes, solutions — we manage to show that learning goes beyond technical content; it involves dedication, collaboration, creativity and persistence.
The experience at Hackerclubes Sumaré shows us that committed management does not stop at organising activities, but devotes itself to designing experiences that make sense to those taking part. And that necessarily means recognising paths taken, valuing achievements and celebrating each step forward, together.
Account by Aliene Villaça, project coordination.
Aliene Villaça, standing, speaking into a microphone. She smiles as she speaks.
Building Hackerclubes involves multiple challenges. Classes have to be organised, educators prepared, and a teaching approach developed that speaks to the students’ reality, meets Casa Hacker’s guidelines and, at the same time, answers the funders’ expectations. As a synthesis of this training path, the students develop, in groups, a Minimum Viable Product (MVP), bringing together knowledge of 3D modelling and printing, programming and electronics to respond to a community need, in dialogue with one or more of the Sustainable Development Goals (SDGs) set out by the UN. This process requires understanding the reality of the territory, working collaboratively and turning ideas into concrete solutions.
From the standpoint of pedagogical coordination, the graduation represents much more than the end of a class. It is a moment for systematising what has been learnt and for valuing the path built over the semester. It falls to the coordination to create conditions in which students can share their work with confidence, recognising the road travelled and the development achieved during the project.
In that sense, organising the ceremony demands careful planning, built in permanent dialogue with the educators. More than setting a programme, this process seeks to structure an experience consistent with the pedagogical principles of Hackerclubes, in which student agency, collaboration and appreciation of learning are present at every stage.
For this edition we chose to try out a new format. Besides presenting their projects, the students themselves put questions to their peers, widening the dialogue between groups and encouraging reflection on the solutions developed. The projects were also assessed by a panel, which considered criteria such as clarity of the proposal, command of the content, creativity and the ability to answer questions. At the end, one of the groups received a trophy in recognition of their collective work and the quality of the solution presented.
The experience showed that it is possible to incorporate elements of assessment and recognition without turning the moment into a contest between participants. On the contrary, the format fostered an atmosphere of respect and mutual appreciation, in which everyone could see the relevance of the different proposals presented, understanding the award as recognition of an outstanding path rather than as a devaluation of the others.
This experience also reaffirms an important lesson for pedagogical coordination: there are no single models for conducting the closing of a class. Each group has characteristics of its own, and it is the educators’ experience over the semester that guides the building of the most suitable strategies for that context. That is why, at Hackerclubes, decisions are built collectively, strengthening the sense of belonging among everyone involved and ensuring that the graduation is, indeed, the celebration of a shared journey.
Account by teachers Pamela Moraes and Patrícia Polzl
As educators, the classes’ graduation ceremony is more than the conclusion of a finished project: it is the appreciation of a long process of work, both ours and the students’. As we follow each student’s development from their arrival at the HackerClube, we gradually come to know each of them: their personality, their knowledge, their life experiences. In doing so, we strengthen our relationships as a class and create a network of affection that is fundamental to learning, and that brings us to this very special moment of closing a stage.
The graduation itself is a moment of great expectation; it is when students show their achievements to parents and guests, as well as having their work recognised at the ceremony. Much as we, as educators, understand that the final result of the projects matters as much as the learning journey, we also understand that it is important that at this ceremony they have a firm grasp of their project’s subject and feel proud of what they have done. It is by recognising and valuing these young people’s paths that we encourage them to keep believing in their own capacity to build their futures.
To that end, we map out many pedagogical and methodological strategies. Beyond ensuring that every group’s initial projects are materially completed, we work on skills related to public speaking, time management, teamwork, leadership, listening and communication. From the very first lessons we create situations in which such skills are needed to a greater or lesser degree, always in a light and purposeful way, and these accumulate towards the end, where we notice significant progress in the way students interact with one another and manage to articulate their own ideas and ways of expressing themselves.
At the graduation, the moment of presenting the projects to the panel and the guests is always very moving, because even though we have closely followed each of their paths, we are still always pleasantly surprised by how the students take ownership of their work and present it.
This year, even with few rehearsals and a short time to put the projects together, all the students showed themselves ready to talk about their ideas and to show what they had learnt about the STEAM content we taught over the semester. In addition, the presentations included a question-and-answer dynamic between the groups, which meant students had to know not only their own project but also the others in the class, further strengthening the collective and encouraging parents and family members to take part in the presentations too, asking questions and showing their pride in their children’s development.
What was particular about this class
Even with the reduced time, there was a real closeness with the class. The issues particular to a mixed class, with teenagers from different year groups and close contact with the students’ personal circumstances and the school environment, were many. In that dynamic we grew closer to the students, with interactions beyond the classroom: we came to understand what they are seeking for their lives and were able to support them in that process. Some students showed an interest in continuing their studies in technology, whether in higher education or through open courses.
Another point is that, because of the school’s infrastructure, the lessons were held in the library. The setting prompted conversations about books, which ended up encouraging reading among the young people in the class as well. This joint pursuit on several fronts showed the impact that the presence of the project run by Casa Hacker has on life beyond technology teaching, supporting study in other areas too. Our impact on the general dynamics of the school is also noticeable, through contact with the staff, the exchanges we had by being present in the school environment, and the changes the library space went through, receiving constant upkeep to make it usable by the students on the course but also by the whole school community.
This whole process culminated in the graduation, a moment of celebration and relaxed enjoyment with the young people and their families. We were able to talk with family members in that setting and to understand the impact on the young people’s education, self-esteem and personal development. At the same time, they were able to show their families, with pride, what they had learnt and how they had developed their ideas in the process. It was a deeply moving and rewarding occasion; the sense of intense pride in the students’ educational and personal development is immeasurable.
Every class has its particularities, whether because of the students or the moment the school is going through, but we enter this next Hackerclubes cycle certain that teaching technology to young people has a profound transformative power in every sphere of life. We remain eager for the next cycle of teaching and learning.
