Approximations to Gender-Sensitive Practices with Making Technologies in Chilean School Education

The global Covid-19 pandemic highlighted the persistent gender inequalities in technology, further widening the gender gap in science and technology. Both studies and public policies agree that early education must urgently transform its teaching and learning practices from a gender perspective in technology. As an alternative, techno-feminist voices are gaining ground, promoting more democratic and embodied gender and technology dynamics. From techno-feminist perspectives and a qualitative approach, the study analyzed the intersection of gender, maker practices, and learning. Its objective was to understand how high school students express their socio-technical identities in the Chilean school context. The study aims to identify the needs, challenges, and opportunities from the perspective of twenty-four key actors involved in the design of these learning experiences. This initial discussion serves as a starting point for future studies on the interaction between gender and technology, informing policies aimed at closing the gender and technology gap in Chile.