Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The Computing field has a gender diversity gap, with female participation much lower when compared to men. In this context, several activities have been developed to include more women in the field of Computing, and the Meninas.comp project has been working to introduce Computing to girls in elementary schools in Brasilia, the capital of Brazil. This article has two objectives: i) to present the activities of the Meninas.comp project for girls in elementary schools; ii) to present a mapping of the literature on computational activities with a focus on girls in elementary schools in Brazil. The systematic literature mapping found publications reporting a large variety of activities, such as unplugged computing, game development, card games, programming classes, competitions, lectures, and workshops. From the Meninas.comp project, this article highlights a smart garden developed by female elementary school students. 

During the last decades the presence of women in the area of Computer Science has decreased in most countries. In the last years, at the Facultad de Ingeniería (School of Engineering), Universidad de la República, Uruguay, we have carried out several activities with the goal of bringing girls closer to Computer Science area, on the occasion of Girls in ICT Day. Through these activities, we intend to eliminate certain preconceived ideas and negative stereotypes that promote girls’ distancing from careers of this area. This paper presents the experience of the three virtual workshops carried out during 2021 (in virtual modality, due to the COVID-19 pandemic), which focused on programming, data, and geographic information systems, and the analysis of a set of virtual platforms considered for each workshop.

Simón Alegre, Ana I. (ed.). Del salvaje siglo XIXal inestable siglo XX en las letras transatlánticas.Una mirada retrospectiva a través de hispanistas.Delaware: Vernon Press, 2022. ISBN: 978-1-64889-174-8.

This work presents the GoGirls project, which addresses gender equity together with digital literacy. The objective is to contribute to the empowerment of teenagers in high school, in extension actions, through workshops with activities using Web 2.0 tools. The GoGirls website is built within the concept of Learning Objects (LOs), thus constituting a digital tool to support education. The site was submitted to a usability test by potential LO applicators and also evaluation of the teaching-learning potential in an instructional context.

Simón-Alegre, Ana I. & Lou Charnon-Deutsch (eds.) Queer Women in Modern SpanishLiterature. Activism, Sexuality, and the Othernessof the «Chicas Raras». New York: Routledge,2022. N.o 9 de la Serie «Literacy Criticism andCultural Theory». ISBN: 9780367563530. DOI:10.4324/9781003097389.

Marc, Isabelle (ed.) Feminismos e industrias culturales.Conversaciones con mujeres de la cultura española.Proyectos y entrevistas: Juana Escabias, AnaGómez de Castro, Isabelle Marc, Leyre Marinas yRoxana Popelka Sosa. Ediciones Círculo, Madrid,2022. 280 pp. ISBN: 978-84-124214-2-2

L’INCULCATION DU GENRE

Clepsydra 24 (March 2023). Complete Issue

Saneleutero, Elia y Fuentes del Río, Mónica(eds.). Femenino singular. Revisiones del canonliterario iberoamericano contemporáneo. Salamanca:Ediciones Universidad de Salamanca,2021. 208 pp. ISBN 978-84-1311-601-3.

This research shows how the gender perspective can be introduced into Compulsory Secondary Education and Baccalaureate by focusing on the work of two Anglo-Saxon women writers considered to be bastions of feminism: Virginia Woolf (1882-1941) and Sylvia Plath (1932-1963). The research design follows a methodology known as Design-Based Research (de Benito Crosetti y Salinas Ibáñez 2016) which offers as a product a reading guide in the form of a literary constellation (Jover 2009, Garvis 2015) that includes the following selection of English-language adaptations for young people: Mrs Dalloway (1925), To the Lighthouse (1927), A Room of One’s Own (1929), Three Women (1962), The Bell Jar (1963) and Ariel (1965). The value of this research lies in showing the feasibility of bringing Woolf’s and Plath’s literary production closer to young audiences, presenting teaching material in English that is accessible and adapted to their language level. The reading of these works contributes to raising students’ awareness and developing a critical awareness of the gender perspective.