Revista Viração ed. 118 - english version by Viração Educomunicação

YEAR 20

Nº 118

JAN/JUNE 2023 www.viracao.org

YOUNG LEADERSHIP GET INSPIRED AND MAKE A DIFFERENCE WITH SUSTAINABILITY ACTIONS AT YOUR SCHOOL

WE ARE BETTER TOGETHER

WOMEN IN SCIENCE - PAST AND PRESENT MEMORY GAME PROMOTES THE INSPIRING ACHIEVEMENTS OF WOMEN SCIENTISTS AND RESEARCHERS

IMAGE: PEXELS/COTTONBRO STUDIO

CREATING A CULTURE OF GENDER AND RACE EQUITY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

Movement #educastem2030 UNESCO´S GLOBAL INITIATIVE SEEKS TO REDUCE GENDER AND RACIAL GAPS IN STEM EDUCATION AND CAREERS

PARTNERSHIP

EDIT ORIAL BOARD & STAFF GLOBAL MOVEMENT OF GIRLS AND WOMEN IN EDUCATION AND CAREERS IN STEM FOR INCLUSIVE AND SUSTAINABLE SOCIETIES

This special issue of Viração Magazine was made possible by UNESCO Brazil under the #EDUCASTEM2030 initiative. Through teachers and students training strategies, mobilization and advocacy actions, this initiative aims to reverse the exclusion of girls and women in STEM fields, positively impacting the individual, societal, school, and family spheres. Its electronic or printed distribution is free of charge.

TECHNICAL COORDINATION OF VIRAÇÃO EDUCOMUNICAÇÃO EXECUTIVE COORDINATOR

2030 STEM YOUNG LEADER TRAINING TEAM VIRAÇÃO EDUCOMUNICAÇÃO

Ellen de Paula

WHAT IS THE #EDUCASTEM2030 INITIATIVE?

PROJECT MANAGEMENT

Jéssica Rezende

EDUCOMMUNICATORS

Jufania Santos, Marilia Gomes and Tarcisio Camelo

PROJECT MANAGEMENT

Vania Correia

n response to the challenging scenario that covers the exclusion of girls and women in STEM fields, in 2022, UNESCO in Brazil, in an innovative act, calls upon different partners and launches the initiative at the national level. Through teacher and student education strategies, communication and advocacy actions and network mapping, the initiative includes and aims to positively impact the identified contexts (Individual, Societal, School, and Family), reverse this exclusion. OBJECTIVE OF THE PROJECT Based on the premise of the 2030 Agenda, ‘leave no one behind’, the #EDUCASTEM2030 project aims to contribute to awareness-raising and transformation, through a pedagogical approach at school, by stimulating the life projects of girls and boys and prioritizing students who belong to the most socially vulnerable groups: black, indigenous, quilombola, LGBTI, and low-income children.

PROJECT MONITORING

TECHNICAL COORDINATION OF REPRESENTATION OF UNESCO IN BRAZIL

Camila Alves, Kaylanne Karine, and Mariana Souza

CONTENT PRODUCTION EDITORIAL COORDINATION

DIRECTOR AND REPRESENTATIVE

This magazine was created from an educommunicative process facilitated by Viração, a non-profit social organization that carries out communication processes and products to promote the rights of teenagers and young adults.

Marlova Jovchelovitch Noleto EDUCATION SECTOR COORDINATOR

Maria Rebeca Otero Gomes PROGRAM OFFICER

Mariana Braga

EDU-COMMUNICATIVE EDITORS

EDUCATION OFFICER

Bruna Pereira

Jéssica Rezende and Monise Berno

UNESCO TECHNICAL CONSULTANCY IN BRAZIL

REVISION

Maria Rehder TRANSLATION TO ENGLISH LANGUAGE

Central de Traduções & Global Languages

To learn more, visit the initiative´s page #EDUCASTEM2030 on UNESCO´s Brazilian website.

REVISION (ENGLISH VERSION)

Ana Will - Education sector of UNESCO Brazil

Cristina Ramalho

COPY WITHOUT MODERATION! YOU CAN: • Copy and distribute • Create derivative projects Just make sure to give credit to Vira!

DESIGN

Silvana Martins Costa

© UNESCO 2023 UNESCO does not endorse any product, service, brand or company. The ideas and opinions expressed in this material are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.

VIRA´S ID:

Bruno de Oliveira Ferreira

VIRAÇÃO MAGAZINE - ISSN 2236-6806

Áurea Gomes Ferreira Lopes

EDITORIAL BOARD

VICE-PRESIDENT

FIRST SECRETARY

INTERNATIONAL DIRECTOR

Rodrigo Bandeira, Vanessa Camargo and Marilda Santos

Paulo Lima

AUDIT COMMITTEE

Ellen de Paula

Marilda dos Santos, Rafael Alves Silva and Vanessa Vieira Camargo PEDAGOGICAL COUNCIL

Alexsandro Santos, Aparecida Jurado, Isabel Santos, Leandro Nonato and Vera Lion PRESIDENT

Simone Ferreira Nascimento

EXECUTIVE COORDINATION ASSISTANT COORDINATION

Vania Correia EDITOR

Jéssica Rezende TEAM

Ana Paula da Silva, Audre Werneck, Camila Alves, Carolina Bernardes,

Cleide Agostinho, Ellen de Paula, Gustavo Souza, Jéssica Rezende, Jufania Santos, Juliane Cruz, Kalline Lima, Kaylanne Paes, Mariana de Souza, Mariano Figuera, Marilia Gomes, Monise Berno, Natalie Hornos, Patrícia Cavalcanti, Ramona Azevedo, Rhafaela Resende, Tarcísio Camelo, Thaynara Floriano and Vania Correia. CONTRIBUTORS TO THIS ISSUE

Amanda Santos, Ana Paula da Silva, Arthur Ricardo, Bruna Pereira, Bruna Rocha, Camila Alves, Daniel Souza Araujo, Fabiano Araujo, Gustavo Souza, Helena Rachel da Mota, Ismael Ribeiro, Jéssica Rezende, João Isaías, João Victor Gomes, Juliane Cruz, Kauane de Souza Lessa, Lana Vergueiro,

Laura Kamylle Oliveira, Lívia Evellin Cavalcante, Luanderson Santana, Luísa Maria Diele, Margareth Novais, Maria Clara Brito, Maria Heloiza Rocha, Maria Rehder, Mariana Braga, Marianne Lavignne, Murilo Amorim, Rafaela dos Santos Araujo, Raika França, Raissa Vitória Ferreira, Ramona Azevedo, Rebeca Otero, Tábata Elise Ferreira, Tainá Caldas, Tarcísio Camelo, Thaynara Floriano, Vania Correia and Yasmin Pires. JOURNALIST IN CHARGE

Paulo Pereira Lima - MTb 27.300 DISTRIBUTION

Viração Team CONTACT

contato@viracao.org

EXPRESS

LANES

EDITORIAL REBECA OTERO*

A GIRLS’ OR WOMEN´S PLACE IS WHEREVER THEY WANT TO BE, INCLUDING IN STEM FIELDS

THERE WERE (MANY) STONES IN THE ROAD

page 10

or those who do not know, STEM stands for science, technology, engineering and mathematics. Globally, only 28% of researchers are women. Unfair, right? These data are in the report by the United Nations Educational, Scientific and Cultural Organization (UNESCO) named ‘Cracking the code: girls’ and women’s education in science, technology, engineering and mathematics (STEM)’, which also draws attention to the lack of female researchers in the STEM fields and a context in which they have been excluded. Gender differences, to the detriment of girls, in participating in education in these STEM fields are already visible in early childhood education and become even clearer at subsequent education levels. For UNESCO, the exclusion of women from STEM education and careers is unacceptable. In 2022, in response to this challenging scenario, UNESCO in Brazil launched the #EDUCASTEM2030 initiative. Through teachers’ and students’ training strategies, communication initiatives, advocacy, and network mapping, the initiative aimed and aims to positively impact the individual, societal, school, and family spheres, in order to reverse this exclusion and shed light on the inspiring achievements of Brazilian women scientists working in these areas. From this perspective, one of the successful strategies to break the cycle of female exclusion from STEM fields is the education and mobilization of students in the secondary education.

* Coordinator of UNESCO´s Education Sector in Brazil.

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Developed in cooperation with Viração Educomunicação and implemented in the states of Bahia and Pernambuco, the UNESCO´s 2030 STEM Young Leader course bases its methodology on edu-communication and media and information literacy (MIL), with an emphasis on topics such as life project, gender equity, STEM education, and the 2030 Agenda. In 2022, approximately 500 teenagers – mostly girls – were certified, whose mobilization activities impacted more than 2,400 people.

page 12

Drawing on different voices, especially those of inspiring Brazilian girls and women who work in these areas, the #EDUCASTEM2030 initiative, its main results, mobilization materials and success stories will be presented to you, so that together, in an act of global mobilization, we can chart viable paths to be followed toward ending this cycle of excluding girls and women from STEM fields. READY TO GET INVOLVED? WE NEED YOU!

FOR A MORE SUSTAINABLE WORLD

CAREERS IN STEM: GIRL, YOU HAVE A PLACE HERE, TOO!

SOAP-MAKING WORKSHOP: SUSTAINABLE SCHOOL DEVELOPMENT AND STUDENT LEADERSHIP

page 16

page 14

page 17

With content aligned with the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular - BNCC), the course aims to educate girls and women on the opportunities they can have in these areas, as well as to involve the school community to end gender stigmas, such as the false premise that “STEM is for boys”. On the next pages, you will have access to the content produced by adolescents and members of the Viração Educomunicação team who participated in the first edition of UNESCO´s 2030 STEM Young Leader course.

DO YOU KNOW WHAT THE 2030 AGENDA IS?

YOUR FEET MUST BE FIRMLY ON THE GROUND IN ORDER TO FLY!

MAPPING OPPORTUNITIES

page 19

página 18

REPRESENTATION IN CLASSROOMS: A POSSIBLE PATH TOWARD EQUALITY

INTERSECTIONALITY OF RACE IN THE INSERTION OF GIRLS AND WOMEN IN STEM

page 20

page 26

PLANNING FOR THE FUTURE

page 28 HOW EDUCOMMUNICATION CONTRIBUTES TO CONSTRUCTING A CRITICAL AND JUST SOCIETY

page 30 TO NEVER FORGET THE PAST AND PRESENT WOMEN OF SCIENCE

ALWAYS ON VIRA SHOW ´EM WHAT YOU GOT

PROVOCATIONS

REPORTERS

WHAT A ROLE MODEL

DIM THE LIGHTS

THE KUNHÃ ASÉ NETWORK: INTERSECTIONALITY AND REPRESENTATIVENESS OF ALL WOMEN IN SCIENCE

page 33

page 34

EMPOWERING PEOPLE FROM BAHIA: A CALL TO ACTION TO TRANSFORM

page 36

CORDEL, POETRY AND STEM: THE ART OF TRANSFORMING SCIENCE INTO VERSE

page 40

SHOW ´EM WHAT YOU GOT

THE DREAM OF BEING WHATEVER YOU WANT GIRLS AND BOYS TOGETHER IN THE DEBATE AGAINST GENDER INEQUALITY IN STEM FIELDS

TEXT CAMILA ALVES, MONITOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN SÃO PAULO (SP) IMAGE FREEPIK PERSONAL ARCHIVE

rom the creation of an algorithm that made the first image of a black hole possible to the construction of a machine capable of producing ice cream: these are just two examples of numerous achievements of women scientists who, with their work, contribute to tackling gender inequalities present in STEM careers. But do girls feel encouraged to study and grow in the fields of Science, Technology, Engineering and Mathematics? The question was central to enriching the debates with the teenagers who participated in the pilot edition of the 2030 STEM Young Leader course cycle, a UNESCO initiative in Brazil, implemented by Viração in the states of Bahia and Pernambuco in 2022.

DO YOU WANT TO KNOW WHAT MOST IMPACTED THE GROUP DURING THEIR EXPERIENCE? CHECK OUT SOME TESTIMONIALS:

ART HUR RICARDO LANA CLARA V E RGUEI RO

17 YEARS OLD | BARREIROS (PE)

“Realizing how undervalued women are in STEM, even though they have accomplished incredible feats, came as a shock. I saw just how much women have become used to this, but it was also important to discover the root cause of the problems to think of solutions that can reverse or, at least, reduce these inequalities.”

17 YEARS OLD | SÃO JOSÉ DA CORONA GRANDE (PE)

“Show the world that there are not only great male scientists but also women scientists who played a great part in history. This is extremely important for us to achieve a fairer and more equal society in the near future. Being able to learn about the 2030 Agenda and the Sustainable Development Goals as well was essential to form individuals who want to make this world a better place.”

“The course impacted my life, especially my career choice. I had a lot of doubts about Engineering. I had always been told that it was a profession for men, but after the 2030 STEM Young Leader, that changed. I am studying Production Engineering nowadays.”

17 YEARS OLD | CÍCERO DANTAS (BA)

16 YEARS OLD |JOÃO ALFREDO (PE)

“I was able to discover the importance of female presence in these areas, especially now. I see a new path for my future, and the course helped me decide what I really want for my life. After all, we can and should be wherever (and do whatever) we want!”

RAIKA F RANÇA

17 YEARS OLD | JAQUEIRA (PE)

“For me, as a young adult, a student and a woman, what impacted me the most was reaffirmation of the understanding that I am actively and constantly part of this struggle. Participating in 2030 STEM Young Leader was and is to participate in an active youth and to be a leader of a necessary change in society.”

Revista Viração • Ano 20 • Edição 118

18 YEARS OLD | ILHÉUS(BA)

JOÃO ISAIAS

MARIANNE LAVIGNNE

“What impacted me most was the discussion about creating our life project, something so essential and complex. Without a doubt, it helped me discover the path I want to follow. I also liked the discussion formats about placing girls and women in STEM careers, encouraging this to happen and to learn real examples of inspiring professional women!”

FABIANO ARAÚJO

TAINÁ CALDAS

19 YEARS OLD | ILHÉUS (BA)

“I was struck by the way of teaching and showing young people the importance of STEM fields, as well as the importance of black representation in these fields of knowledge.”

AMANDA SAN T OS

17 YEARS OLD | ALAGOINHAS (BA)

“Transformation. That is how the STEM Young Leader course can be described. I feel much more prepared for change. It was an intense and inspiring experience, which took me to new heights - beyond being just a ‘good student’.”

MURILO AMORIM

16 YEARS OLD | IBOTIRAMA (BA)

“Participating in this initiative was an incredible opportunity! I felt happy to help make an impact on people, in addition to having deepened my media knowledge and creating my life project. As one of the boys who participated, I understood that supporting this cause is a way to seek equity and contribute to the UN´s 2030 Agenda.”

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PROVOCATIONS

TEXT BY MARIANA BRAGA, UNESCO´S PROGRAM OFFICER IN BRAZIL, IN BRASILIA (DF); BRUNA PEREIRA, UNESCO´S EDUCATION OFFICER IN BRAZIL, IN BRASÍLIA (DF) AND MARIA REHDER, UNESCO’S EDUCATION SECTOR CONSULTANT IN BRAZIL, IN SÃO PAULO

NEWS FLASH: THE

WORLD IS SUFFERING FROM

A LACK OF WOMEN

RESEARCHERS IN STEM FIELDS TO STOP THE EXCLUSION OF WOMEN IN THESE AREAS, UNESCO BRAZIL LAUNCHES THE #EDUCASTEM2030 INITIATIVE

ILLUSTRATION SILVANA MARTINS

ave you heard someone at your school or even in your family say the phrase “That´s for boys”? Sentences like that, especially when linked to careers and professions, can keep girls and women away from incredible opportunities they could have in fields associated with gender stereotypes such as STEM (Science, Technology, Engineering and Mathematics) careers. According to UNESCO´s report ‘Cracking the code: girls’ and women’s education in STEM’, studies based on drawings and descriptions given by teenagers of STEM practitioners show stereotypical gender perceptions of scientists as men. In practice, for you to better understand, this publication exemplifies that there are two prevalent stereotypes regarding gender and STEM fields: “boys are better at math and science than girls” and “careers in science and engineering are male domains.” This can negatively affect girls’ interest, engagement, and performance

Viração Magazine • Year 20 • Issue 118

in these areas, as well as discourage them from pursuing careers in STEM. The report also draws attention not only to the lack but also to the context of the women researchers being excluded from these fields of knowledge. To break this cycle of female exclusion in these areas, one of UNESCO’s strategies in Brazil with the #EDUCASTEM2030 initiative was to count on the Kunha Asé Network of Women in Science to create materials and games in open educational resources (free use) aimed at breaking the gender stigma starting at the basic education, such as the Coloring Bookwith inspiring Brazilian women from different races and Brazilian states who are references in STEM fields.

A PROBLEM THAT GOES FAR BACK Considered one of the most prestigious honors in the world, the Nobel Prize annually highlights relevant research in several areas of knowledge and in peace negotiations. Since 1903, only 44 women have received this award, and specifically in the fields of Science, Technology, Engineering and Mathematics, out of 589 awards, only 17 were granted to women - i.e., less than 3% of the total. Reflecting on current times, in tertiary education, women represent only 35% of STEM enrollments, an even lower percentage in Engineering (production, civil, and industrial), and in the Technology fields, with less than 28% of the total. The underrepresentation of girls in STEM education has deep roots and holds back progress toward global sustainable development. It is well known that the theme is one of the foundations of the 2030 Agenda for Sustainable Development, and education in STEM fields can provide students with the knowledge, skills, attitudes, and behaviors necessary to build inclusive and sustainable societies. According to UNESCO, bringing more girls and women into STEM education and careers requires holistic and integrated responses, that permeate the various sectors and involve the girls and women themselves to identify solutions to persistent challenges. By starting this in basic education, we will move toward gender equality, through which women and men, girls and boys will be able to participate fully, develop meaningfully, and create a much more inclusive, equitable, and sustainable world.

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GALERA REPÓRTER TEXT ORGANIZED BY JÉSSICA REZENDE, PROJECT COORDINATOR OF VIRAÇÃO EDUCOMUNICAÇÃO, IN SÃO PAULO (SP) ILLUSTRATION SILVANA MARTINS

THERE WERE (MANY) STONES IN THE ROAD UNDERSTAND THE MAIN BARRIERS THAT KEEP GIRLS AND WOMEN AWAY FROM STEM FIELDS

hich factors influence the participation, advancement, and performance of girls and women in STEM education? To answer this question, UNESCO has identified what it considers to be the greatest challenges in this process and categorized them into four thematic axes.

SOCIETAL LEVEL

INDIVIDUAL LEVEL Girls’ decisions about their studies and careers are influenced largely by psychological factors, which affect their involvement, interest, learning, motivation, persistence, and commitment to STEM fields. STEM-related gender stereotypes are prevalent throughout the socialization process. There are two main stereotypes regarding gender and STEM fields: “boys are better at math and science than girls” and “careers in science and engineering are male domains”.

FAMILY LEVEL Families in general and peer groups play important roles in shaping girls’ attitudes toward STEM, for example, by encouraging or discouraging them to pursue studies and careers in these fields. Similarly, they exert other influences related to the home environment and children’s values.

Source: Decifrar o código: educação de meninas e mulheres em ciências, tecnologia, engenharia e matemática (STEM). – Brasília: UNESCO, 2018. 84 p., il. ISBN: 978-85-7652-231-7. Available at: https://bit.ly/3YPmS6C 10

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SCHOOL LEVEL Education systems and schools play a central role in the interest of girls in STEM subjects, as well as provide equal opportunities for them to have access to and benefit from quality education in these fields. Teachers, learning content, subjects and equipment, assessment methods and mechanisms, the learning environment as a whole, and the socialization process at school – all these are key factors to ensure girls’ interest and involvement in studies and ultimately STEM careers.

Cultural and social norms influence girls’ perceptions of their abilities, their roles in society, their careers, and their life aspirations. The degree of gender equality in society influences participation and girls’ outcomes in STEM fields. Specific measures to promote gender equality, e.g., integration laws and policies – such as quotas, financial incentives, and others –, can increase the participation of girls and women in education and STEM careers.

YO, STEMIE! Now that you know the biggest difficulties to include girls and women in the STEM fields, I invite you to carefully immerse yourself in the content on the next pages while reflecting on how you can contribute to try to change this scenario of gender, race and class inequalities for years to come. Do you accept the challenge?

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TEXT BY ANA PAULA DA SILVA, PROJECT ANALYST OF VIRAÇÃO, IN NITERÓI (RJ) ILLUSTRATION SILVANA MARTINS

DO YOU KNOW WHAT THE AGENDA IS?

2030

THE SUSTAINABLE DEVELOPMENT GOALS (SDGS) CAN DIRECTLY CONTRIBUTE TO THE ADVANCEMENT OF QUALITY EDUCATION AND GENDER EQUALITY IN STEM CAREERS

ave you heard of the 2030 Agenda? Created in 2015 during a United Nations meeting, it is a kind of long-term action plan, which seeks to ensure inclusive and sustainable societies for all people. Composed of 17 Sustainable Development Goals subdivided into 169 targets to be achieved by 2030, its strategy is based on the economic, social, and environmental dimensions. Through this global partnership, the signatory countries committed to taking action to end poverty and hunger, protect the planet from degradation, and ensure that everyone benefits from economic, social, and technological progress in harmony with nature. In addition, they should promote peaceful, just, and inclusive societies, free from fear and violence. An ambitious document, wouldn´t you say?! But Agenda 2030 did not just spring up out of nowhere! It took two years of public consultation and engagement with civil society and other actors around the world to reach the goals and targets described in the plan. Its construction was guided by other equally important instruments, such as the Charter of the United Nations,

Viração Magazine • Year 20 • Issue 118

and the Universal Declaration of Human Rights, in addition to other international human rights treaties, the Millennium Declaration, and the results of the 2005 World Summit. It also reinforces the outcomes of all major United Nations conferences and summits, such as the Rio Declaration on Environment and Development; the International Conference on Population and Development Programme of Action; the Beijing Platform for Action; the United Nations Conference on Sustainable Development (Rio+20), among others. Each SDG expresses a scenario that must be achieved, jointly, through actions and public policies of governments, as well as various organizations, universities, companies, banks, and other actors. In other words, you too can and should take responsibility! We have less than 10 years to achieve this. Want to know how you can contribute to overcoming this huge challenge? Here are two goals that interact with the others points of the 2030 Agenda and the advancing of equity access for girls and women in STEM education and careers. UNITED NATIONS BRAZIL. United Nations Brazil, 2015. 2030 Agenda for Sustainable Development. Available at: <https://bit. ly/43JGA7R>. Accessed on: Feb. 20, 2023.

Referências CONFEDERAÇÃO NACIONAL DOS MUNICÍPIOS (CNM). Agenda 2030 para o Desenvolvimento Sustentável.

EDUCAÇÃO PARA O DESENVOLVIMENTO SUSTENTÁVEL NA ESCOLA: CADERNO INTRODUTÓRIO / edited by Tereza Moreira and Rita Silvana Santana dos Santos. – Brasília: UNESCO, 2020. 72 p. Available at: <https://bit.ly/3IDWcR4>

YO, STEMIE! SDG 4 - QUALITY EDUCATION

It aims to ensure inclusive and equitable quality education, as well as to promote lifelong learning opportunities for all - in line with the National Education Plan (Plano Nacional de Educação - PNE). Teaching must be ensured in an equal manner at all levels. The quality of physical facilities in schools should also be a point of attention, with a commitment to cultural diversity and sustainable development. SDG 5 - GENDER EQUALITY

It seeks to achieve gender equality and the empowerment of all women and girls, ending discrimination and violence through policies that ensure access to equal property rights, control over land, financial and natural resources, as well as the use of new information and communication technologies. For that, the structuring of assertive policies so that everyone can access public services, adequate structure, and a social protection network (care and assistance) for victims of domestic violence should be a priority.

The achievement of inclusive and equitable quality education, as well as gender equality and female empowerment are essential contributions to achieve progress in all SDGs. Achieving human potential and sustainable development will only be possible if there are investments and co-responsibility at the global, regional, and national levels, including the engagement of society as a whole in the implementation of the 2030 Agenda to overcome inequalities. The United Nations recognizes youth as essential to carry out different actions to mobilize for the SDGs in their territories and implement the 2030 Agenda toward the sustainable development of the planet. Let´s do this together!

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TEXT BY RAMONA AZEVEDO, COMMUNICATION ANALYST OF VIRAÇÃO, IN SÃO PAULO (SP) IMAGE UNSPLASH

CAREE RS IN S T EM: GIRL, YOU HAVE A PLACE HERE, TOO!

THE INCLUSION OF GIRLS AND WOMEN IN THE FIELDS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CONTRIBUTES TO BUILDING A BETTER WORLD

gainst a backdrop of increasingly complex social disparities, it was necessary to outline a wideranging and effective strategy aimed at achieving sustainable development at the global level and reducing the inequalities that manifest themselves in various areas of our lives. To overcome the greatest challenges of our time, the United Nations (UN) developed in 2015, with the contribution of representatives and leaders from its 193 Member States, a truly global action plan. The implementation deadline? Fifteen years. You already know what I’m talking about, don’t you? As we have seen in other articles

in this special issue of Viração Magazine, the 2030 Agenda is a global proposition composed of 17 Sustainable Development Goals (SDGs). Through the creation and implementation of public policies, as well as impact actions organized by other civil society actors, this document aims to ensure human rights for the population of all countries. Ending poverty, fighting inequalities and injustices, achieving gender equality, empowering women and girls, and taking action to address climate change are just a few examples. But in this text, we’re going to focus specifically on the job market and how STEM careers are a possible pathway to construct a more just, prosperous, and diverse society.

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The new digital age and the acceleration of technological advances create opportunities and promote jobs, contributing to greater socioeconomic development, and ensuring that students with degrees in the fields of Science, Technology, Engineering and Mathematics have the most demand around the world. But are these opportunities the same for everyone? Some studies reveal a sample scenario for women and girls in STEM. According to the Global Gender Gap 2022 report, published by the World Economic Forum,

the percentage of women who graduated from STEM courses is 36.64%, compared to 63.36% for men. When we refer to Information and Communication Technologies (ICT), this number drops even more: only 1.6% of women who graduated in STEM remain in this area, while 8.2% of men remain. Regarding Engineering and Manufacturing, the data reveal that 24.6% of men specialized in these areas, versus 6.6% of women. These numbers show how worrying the current reality is, after all, they are areas that represent excellent opportunities for work and development, but they are also fields in which

gender inequalities have created numerous barriers, alienating and preventing thousands of women and girls from accessing a universe of infinite possibilities. To achieve SDG 8, which sets targets within the scope of assuring decent work, it is necessary to promote sustainable and inclusive economic growth, with full and productive employment for all people especially for women, young adults, and other vulnerable groups. But how can we help to transform this dismal landscape and ensure that more girls and women pursue careers

in STEM? One of the possible forms of action is to support and showcase organizations, ideas, and projects that promote diversity and female inclusion - such as the examples cited on page 17, mapped by UNESCO team in Brazil. Remember that the 2030 Agenda was created thinking of a collective and integrated effort between the government, private companies, third-sector organizations, and civil society. In other words, the UN also counts on you to help create awareness and actions with impact aimed at sustainable development in your school, neighborhood, and community, among other spaces.

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TEXTO BY CAMILA ALVES, MONITOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN SÃO PAULO (SP)

SOAP-MAKING WORKSHOP:

FOR A MORE

SUSTAINABLE WORLD HOW CAN YOUNG STUDENTS ACT IN THE CREATION OF SUSTAINABLE ACTIONS AT THEIR SCHOOL?

ou’ve certainly heard the phrase “children are the future”. In addition to the responsibility that this statement carries, we cannot deny that in 10 or 15 years we will be the ones taking care of our planet and preparing it for the next generation. So why don’t we start now? There are many ways to help (re) build a healthier planet and one of them is through the creation of sustainable projects in schools. This is because, in addition to proposing collective actions with your colleagues, you can also have the support of the student council or even the school coordination. Music between classes, conversation groups, wheat paste collages, handing out pamphlets - there are many possibilities and strategies to raise awareness among other students or even people outside school about the importance of making the society we live an inclusive and sustainable space. You may be in doubt about how to start or what topic to address in your actions since we need to develop several areas to ensure that the world, Brazil, your state, your city, your neighborhood, or your school are good places to live. Of course, ending poverty, for example, seems a long way

YO, STEMIE! To help you on this mission, you can do a little research on the Sustainable Development Goals. There are 17 goals to be worked on and improved by 2030, ensuring that all people can live in prosperity, peace, and harmony between themselves and nature. Scan the QR Code with your mobile phone and access more information about the 2030 Agenda:

off if we consider our current scenario. But that is precisely why society as a whole must work together to achieve the SDGs: us as individuals, our family, our friends, schoolmates, NGOs, private companies, and the government. After all, we are all jointly responsible for taking care of the planet we live on, right?

SUSTAINABLE SCHOOL DEVELOPMENT AND

S T UDEN T LEADERSHIP

IN THE MUNICIPALITY OF JAQUEIRA, IN PERNAMBUCO, A SUSTAINABILITY PROJECT HAS BEEN ATTRACTING ATTENTION

Remember: any action is an action, regardless of its proportion! The most important thing is to have a clear definition of which goals you most identify with, who will help you, and what audience you want to impact. Changing the world is our greatest goal, but we need to start thinking about the environment around us - our home, our neighborhood, our school, among other spaces. Then it’s on to the famous “brainstorming” to use your creativity to really get your plans off the ground! On the next page (spoiler alert!) you will read about a sustainable action that happened at Raika’s school, one of the participants in the 2030 STEM Young Leader course, and you may be inspired to create your own project. Let´s go!

TEXT BY RAIKA FRANÇA, EDUCATOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN JAQUEIRA (PE); CAMILA ALVES, MONITOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN SÃO PAULO (SP) AND TARCÍSIO CAMELO, EDUCATOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN RECIFE (PE)

uring an elective class at Escola de Referência em Ensino Médio Miguel Pellegrino, a proposal was made that would later be chosen to represent the institution at the 1st GRE Scientific Initiation Fair - which takes place in Mata Sul (PE). In the subjects of Natural Sciences, students were able to practice environmental education in a cross-cutting and direct way in the school environment in a debate on Sustainability. The class talked about oil waste from the school´s

“

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kitchen, discovering the lack of a proper disposal system. Where did the waste go? The Piranji River. To solve this problem, students Chrystopher Silva and Daniela da Silva, together with their teachers, developed the “Soap-making Workshop” to create ecological soaps, with the objective of raising awareness among their peers and reducing the amount of oil discarded into the environment. This action, in addition to contributing to SDG 12 - “Responsible Consumption and Production”, encourages students to practice looking at our planet with affection and making it a priority, showing that there is still time to collectively take care of it and respect the environment. Edilânia Ferreira, with a postgraduate degree in Chemistry, is one of the teachers responsible for the elected school where the

The example is one of the best incentives for more girls and women to enter the sciences. Being a woman in STEM will never mean just being another woman in STEM. It means being an inspiration, strength, example of struggle, and possibilities for so many others.” EDILÂNIA FERREIRA

Soap-making Workshop. Photos: Personal archive.

project emerged. After the implementation of the workshop, the educator noted that “the students felt satisfied with decreasing the environmental impact through sustainable action - since each kilo of oil waste from the school kitchen, which would have been discarded in tributaries of the municipality, was transformed into 1.2 kg of soap.” As proof of the importance and positive impact that projects like this generate, the teacher also says that one of the students started making soap at home, showing that awareness can become a practice that transcends the walls of the school. Asked about her role as a teacher in STEM, Edilânia states that women in STEM careers are essential to promote gender equality and value diversity in schools.

TEXT BY GUSTAVO SOUZA, COMMUNICATION INTERN OF VIRAÇÃO, IN SÃO PAULO (SP) IMAGE JÉSSICA REZENDE

YOUR FEET MUST BE FIRMLY ON THE GROUND IN ORDER T O FLY! GENDER EQUALITY IN STEM SHOULD BE A PURSUIT, EVEN FOR BOYS AND MEN

hroughout history, women have almost always been on a secondary plane. This is visible from the stories in the bible, which say that women were created from the “rib” of a man to the reports that women could not pursue certain careers or occupy positions of prominence precisely because of their gender. This sexist vision reverberates throughout all spheres of society. For women, gaining recognition is always difficult - not to mention that staying alive is already a victory in itself in a country where femicide and other forms of violence seem to be an epidemic. Even considering all this, our history is marked by women who were and still are responsible for great advances and discoveries that changed courses, coming up with ideas, and building things that no man has ever achieved. As stated by Elza Soares, one of the most brilliant singers in Brazilian history: “God is mother, and all the sciences are feminine”.

Still, the lack of female references in STEM fields, for example, is one of the biggest demotivators for girls to pursue these careers, believing things like “I don’t see myself there, it’s really not for me”. We boys are always asked, at school and at home, what we want to be when we grow up. And the answers are countless: doctors, pilots, engineers, scientists - we are taught to dream about our future. I remember a classmate who, when asked about her future, replied: computer programmer. Everyone laughed at her, and her spirits faded. Attitudes like this discourage girls and women from following their vocations. Precisely at school, a place that should help her achieve her goal, her dream was not taken seriously. Gender equality is always a

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subject addressed in debates, but I feel there is a lack of action. The government must act urgently in the creation of programs to include girls and women in science, for example. But it’s also necessary to change perceptions within our home and in our milieu. We need to stop thinking that girls and women are born just to take care of the home and to be caregivers. We need to support our sisters, cousins, friends, and mothers. Family, the school, we men, and society as a whole need to encourage and offer the floor so these girls and women can keep their feet firmly on the ground and fly. With all this in mind, another question came to me: could it be that many women don´t encourage others because, as girls, they lacked support, and their dreams were also shattered?

TEXT BY VANIA CORREIA, DEPUTY COORDINATOR OF VIRAÇÃO, IN BONITO (MS)

magine a community created to promote female leadership in technology through training, mentoring, and employability. Were you able to imagine it? Because it already exists! It is WoMakersCode, the largest technology community formed by women in Latin America. The project was created in Rio Grande do Sul with the mission of making technology careers accessible to all women and today is a reference in the search for gender equality in the field. WOMAKERSCODE is one of the actions identified by UNESCO in an unprecedented mapping that revealed the existence of 217 Brazilian initiatives that encourage the participation of girls and women in STEM fields. The survey is part of its effort to value these actions and make the demands and challenges that persist in this field known. In addition to these more than 200 initiatives, UNESCO has identified some networks that bring together and articulate several people, institutions, and projects that work to increase the presence of women in STEM careers. Let’s get to know them, shall we?

MAPPING

OPPORT UNIT IES UNPRECEDENTED SURVEY IDENTIFIES HUNDREDS OF BRAZILIAN INITIATIVES THAT PROMOTE THE PARTICIPATION OF GIRLS IN STEM

DIGITAL GIRLS — Program by the Brazilian Computer Society that gets secondary education girls interested in Computing.

GIRLS IN SCIENCE — Extension program of the Institute of Physics of the Federal University of Rio Grande do Sul that seeks to attract girls to science and technology careers and encourage women to remain in the field.

PYLADIES — A global community that was brought to Brazil with the purpose of instigating more women to enter the field of technology.

TECHNOVATION GIRLS BRASIL — Program that mobilizes teams of young women around the world to learn and apply the skills needed to solve real-world problems through technology.

YO, STEMIE! Learn more about the “Mapping of initiatives to encourage the participation of girls and young women in STEM in Brazil”, by UNESCO. Scan the QR code to access the content:

Viração Magazine • Year 20 • Issue 118

TEXTO BY CAMILA ALVES, MONITOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN SÃO PAULO (SP) IMAGE PEXELS

REPRESEN TAT ION IN

CLASSROOMS: A POSSIBLE PATH TOWARD EQUALIT Y THE INVISIBILITY OF FEMALE TEACHERS IN STEM IS ANOTHER SYMPTOM THAT CONTRIBUTES TO THE INCREASE OF GENDER INEQUALITY IN THESE CAREERS

hen we think of women who are references in the fields of Science, Technology, Engineering and Mathematics, we always remember the names that have the greatest coverage in the media, and we end up forgetting those who exercise the important vocation of educating. The number of women teachers in Brazil is greater than that of men teachers at all stages of basic

education, as revealed by the Basic Education School Census (2022). According to the report, of the 657 thousand teachers working in early childhood education, 96.3% identify with the female gender. In primary and lower secondary schools, of more than 1.4 million professionals, the disparity begins to decrease - presenting a ratio of 77.5% of

female teachers versus 22.5% of male teachers. In upper secondary education, of the total of almost 546 thousand teachers, 57.5% declared themselves to be female and 42.5% male. Another interesting characteristic to observe occurs in relation to the presence of women, with the vast majority being responsible for teaching subjects in the areas of Humanities - an inverse scenario in relation to what is seen in the field of Exact and Natural Sciences. This is because, in tertiary education, they represent only 35% of enrollments in STEM courses, a consequence of basic education that does not encourage girls and women to pursue careers in these fields of knowledge. During the 2030 STEM Young Leader training, participants were invited to interview women professionals in STEM. The result was the identification and recognition of these teachers in the schools of their territories. In most of the reports, the teachers spoke about the difficulties they faced to get to where they are currently, needing to break

about how women are represented in textbooks and in other learning materials, as they also play an important role in promoting the interest and involvement of girls in STEM subjects. Working on gender equality and the importance of seeing men and women performing the same roles by using images and texts is critical for students to understand that there are opportunities for everyone, regardless of the area.

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countless barriers regarding gender inequality. To better understand what causes this, we will need to go back to pages 10 and 11 of this issue, where we talk about the four levels identified by UNESCO that contribute to the exclusion of girls and women in STEM education. They are: Individual, Societal, Family, and School. Do you remember? Alright, we can continue forward then. It is a fact to achieve quality education that we need trained professionals. However, many teachers are still unfamiliar with the context in which STEM fields are inserted and, therefore, may have some attitudes within the classroom that reinforce stereotypes and prejudices - such as in the interaction between teacher and student and in the student’s relationship with the subject. How many times have girls heard that boys have an easier time with numbers and that they should focus on other subjects, like studying the Portuguese language? This is more common than it sounds, and it happens because of the low expectations teachers have regarding girls’ learning. In addition, it is interesting to think

The presence of teachers within the classroom is essential to

encourage girls to, based on her own example, demystify labels and go beyond the gender expectations that society still has about the inclusion of women in STEM careers. These interactions influence girls’ engagement, selfconfidence, good performance, and persistence. After all, someone in the past encouraged these women to follow their dreams. Now, indirectly or not, it is these same women who inspire girls to have an academic life full of possibilities to be achieved in the present and in the future.

UNESCO in Brazil, in partnership with Educadigital, launched the course Teacher Leader #EDUCASTEM2030, which aims to contribute to increasing the participation of Brazilian girls and women in STEM fields based on the pioneering training of educational leaders with emphasis on contemporary topics - such as artificial intelligence, programming, data sciences, among others. For structuring and planning practices, the course includes the Design Thinking approach, which provides a new way of thinking and addressing problems based on empathy, collaboration, and experimentation.

“

The course added to my professional and personal life, and it definitely gives new meaning to the famous phrase ‘a woman can and should be wherever she wants’. I’m new to education, so I still feel a little lost in this very challenging area that is Mathematics.” GLEICIANE MARQUES, MATHEMATICS TEACHER AND PARTICIPANT IN THE STEM TEACHER LEADER COURSE.

“

Being part of the STEM Teacher Leader course was very rewarding. It is great to be challenged and realize how much our students can achieve in these areas - not just as a curricular component, but as a career path for the future.” LUCIANA MARIA, MATHEMATICS TEACHER AND PARTICIPANT OF THE STEM TEACHER LEADER COURSE.

Scan the QR Code to learn more about the free training course:

Viração Magazine • Year 20 • Issue 118

REPORTERS

STEM YOUNG LEADER

UNESCO CERTIFICATION

TEXT COLLECTIVELY PREPARED BASED ON AN EDUCATIONAL PROCESS WITH STUDENTS OF THE FIRST EDITION OF THE 2030 STEM YOUNG LEADER ORGANIZATION CAMILA ALVES, MONITOR OF THE 2030 STEM YOUNG LEADER PROJECT, IN SÃO PAULO (SP)

ILLUSTRATION SILVANA MARTINS

ELIADE FERREIRA:

THE WOMAN SCIENTIST WHO REACHED THE STARS DISCOVER THE INSPIRING STORY OF THE WOMAN WHO PAVED THE WAY FOR MORE GIRLS TO BECOME SCIENTISTS

o provide closer contact with women working in STEM fields, the 2030 STEM Young Leader course team invited five inspiring female professionals to be interviewed by the young people in the project. In the classes in Bahia, we learned a little about the trajectories of Eliade Ferreira, a Ph.D. in Astrophysics; Ana Cecília Albergaria, a Ph.D. in Chemical and Geological Oceanography; and Luisa Maria, a Ph.D. in Ecology. In Pernambuco, we had a visit

from Rita de Cássia, a Master of Physics, and Giulia Silvério, a Biological Sciences student. During the meetings, the different trajectories of these women became evident, and they all had to overcome many barriers, such as gender inequality, in order to achieve their goals. Ana Cecilia, for example, was willing to travel to the coldest place in the world: Antarctica. During her trajectory, she received a lot of encouragement and had a solid family foundation to achieve her

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dreams. Ever since Luisa was 11 years old, she knew she wanted to be a biologist, and it was through the help she received from a woman who already had experience in this field that she was able to continue following her childhood dream. In graduate school, she became aware of the lack of female representation in science and joined other colleagues to create the Kunhã

Viração Magazine • Year 20 • Issue 118

BUT TELL US: WHEN DID YOU DECIDE TO PURSUE A CAREER IN PHYSICS AND FELL IN LOVE WITH THE STARS?

Asé Network, aiming to encourage more women to enter this field. While Ana Cecilia dreamed of Antarctica and Luisa dreamed of nature, Eliade dreamed of the stars. In our conversation, she told us a little about her trajectory, the challenges she faced as a black woman and how she fell even more in love with the stars. VIRAÇÃO MAGAZINE - WE KNOW THAT YOUR GRANDMOTHER AND YOUR TEACHER PLAYED AN IMPORTANT ROLE IN YOUR STORY,

ELIADE FERREIRA: In fact, it was not in that order. I fell in love with the stars first and then I discovered that to study the stars I would have to learn Physics. Every six months, I would visit my grandmother’s house during school vacation and it didn´t have electricity, so the sky was very clear, full of details. I remember that she would go to sleep around 7 p.m., and I, a girl from the city who would go to bed much later, would sit on the sidewalk to look at the sky. There were so many different things up there and I was dying to find out all about it. I also remember asking the science teacher “why does the lightning

noise come after?”. He showed me the speed of sound and of light and asked me to count how many seconds passed after I saw the lightning and the sound reached my ears and that made me think, “This is what I want to do. I want to know how to answer things”. Then I became a pupil of this teacher, and he was the one who instructed me and gave me extra activities to do. My mathematics teacher also noticed my affinity and, at the age of 14, took me to a teacher training course at the university. These people believed in my potential. R.V. - TALKING ABOUT YOUR DEGREE: HOW MANY WOMEN, ESPECIALLY BLACK WOMEN, WERE THERE IN YOUR GROUP?

E.F. - I think there were 6 girls and 34 men in the class, but there was no question that there were few women because that was normal.

And in terms of race, that was also almost impossible, because it was not seen as a place for black women, so “there was no reason to talk about them”. I remember, much later, realizing that there was only one other black woman besides me. My course was predominantly male, and I did not have any female examples, especially not black women. Socorro and I were the only ones to graduate during the course and the dean’s office even said, “Let’s do the graduation ceremony with all the rituals because there are two girls graduating and that doesn’t happen much in Brazil”. I never noticed any of the teachers treating us differently, on the contrary, they really encouraged us to get our master’s degree. The University itself encouraged me a lot. R.V. - YOU MENTIONED THAT FOR YOUR DEGREE IS IT “NORMAL” NOT TO SEE BLACK WOMEN OCCUPYING THESE SPACES, BUT - IN THE MASTER’S DEGREE PROGRAM, FOR EXAMPLE -, DID THIS REMAIN TRUE?

E.F. - I left Bahia thinking that other places would be the same and that teachers would support us everywhere. And I went to get my master’s degree thinking that it

would be the same. In Rio Grande do Norte, women are treated differently. It was awful there. I had a teacher once say to me that I was smart for a woman. There I realized that Science was not a place they expected a person like me to be. It was also there that I experienced sexual harassment from my former supervisor. I reported it and left to study at the Federal University of ABC, in São Paulo, where I began studying Particle physics, with support from Professor Marcelo Leike, who at the time accepted to be my advisor. But it was very difficult because my former supervisor also sued me with the accusation of slander and defamation. My way of tackling all this was to create projects that seek to engage with younger girls who aspire to pursue a career in science and to provide consultancy to enable institutions to provide these women with adequate support, helping to tackle moral and sexual harassment in these spaces. R.V. - HOW DO YOU FEEL WHEN YOU SEE WHERE YOU ARE TODAY?

E.F. - I never stopped to think about it, despite talking so much about it. My most requested talk

In a groundbreaking move, the methodology of the 2030 STEM Young Leader Course valued, using edu-communication, the development of Media and Information Literacy skills of the participating students, who had virtual classes with inspiring scientists working in STEM fields. For these meetings, young people were invited to research the interviewee, collectively prepared the agenda, and during the occasion, asked questions that served as the foundation to prepare this text - organized by Camila Alves and collectively authored by: Bruna Rocha, Daniel Souza Araujo, Fabiano Araujo Rosa, Ismael Santos Ribeiro, João Victor Santos Gomes, Kauane de Souza Lessa, Laura Kamylle Oliveira, Luanderson Santana Araújo, Margareth Novais de Sa, Maria Heloiza Rocha, Rafaela dos Santos Araujo, Raissa Vitória Ferreira and Yasmin Pires Santos. 24

is “How did I reach the stars?”, but I, Eliade have not stopped to think about it. Because I heard so many “nos”, there were so many more things in the way than things that helped. And the social issues were very evident: the daughter of divorced parents, my mother had to move to another state to work as a maid. I’ve experienced food insecurity, being broke, and constantly catching rides with people. When I put it on the scale, the number of pros seems to have been outweighed, but the intensity with which they happened and the way they contributed was very profound and really affected me. R.V. - FOR THE 2030 STEM YOUNG LEADER IN-PERSON MEETING IN BAHIA, THE IMPACT THAT YOUR LIFE STORY HAD ON THE GROUP WAS CLEAR. DO YOU HAVE A MESSAGE FOR GIRLS WHO DREAM OF PURSUING CAREERS IN STEM FIELDS?

E.F. - Unfortunately, STEM fields are still dominated by the male, white, cis, straight audience. This contributes to girls not seeing themselves in these spaces, but I saw myself. Today I understand my importance in this place. My advice to anyone, regardless of area, is that the expression ‘give up’ needs to have another meaning. When we are in a situation that is uncomfortable for us, but it’s our dream, recalculate the route, but don’t give up. They want us to give up. If it’s really something you want that isn’t hurting you, keep going. Look for other alternatives, look for a place where you will be happy, so as not to give up and then say: “I could have been so much more, and I didn’t go after it”.

Viração Magazine • Year 20 • Issue 118

TEXT BY ANA PAULA DA SILVA, PROJECT ANALYST OF VIRAÇÃO, IN NITERÓI (RJ) IMAGE PEXELS

INTERSECTIONALITY OF RACE IN THE INSERTION OF GIRLS AND

YO, STEMIE!

WOMEN IN S T EM

TO FACE GENDER INEQUALITIES IN THE FIELDS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS, IT IS ALSO NECESSARY TO SEEK RACE EQUITY

T YO, STEMIE! To help you better understand this concept and how it can be applied in practice, we’ve selected two videos with experts on the subject. “What is intersectionality and what is its importance for the issue of race?”, produced by NEXO Jornal in 2020.

“What is intersectionality? - with Carla Akotirene”, produced by Rede TVT in 2020..

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here has been a lot of talk about intersectionality, but do you know what it means? Originating in the 1980s, in the feminist context, the word was first used by the American black jurist and professor Kimberlé Crenshaw, within the scope of anti-discrimination laws. Intersectionality has become a sociological concept concerned with interactions and social markers in the lives of “minorities”. It helps us realize that each of us is affected by different markers and intersections - whether in relation to gender, race, class, ethnicity, disabilities, sexuality, among others - that generate, in some people and specific groups, relations of subordination, social hierarchy, and exploitation. CARLA AKOTIRENE, from Salvador (BA), is a Brazilian researcher who is a reference in studies on gender, race, and feminism. In her writings on the subject, she dispels the idea of a global, hegemonic feminism as the only guideline for defining the agendas of struggle and resistance, explaining that intersectionality would be like a crossroads of analytical experiences. In other words, analytical sensitivity is decisive in understanding what the structural conditions are and what tools are necessary to respond to the oppression suffered by black women. But there are other appropriations, as pointed out by Flavia Rios - another important researcher on race, gender, and racial justice. Social movements and international organizations use intersectionality as a tool for political intervention and tackling inequalities.

Gender and race disparities are key aspects of social inequalities in Brazil. Its dynamics of production and reproduction affect most of the population. However, the situation is much more precarious and perverse in relation to black girls and women, revealing the urgency of creating strategic actions and public policies to combat race and gender inequalities.

The inspiring story of ENEDINA ALVES MARQUES (1913-1981) considered the first black and female civil engineer in Brazil and the only one in her class. Daughter of a farmer and maid, she began helping her mother clean her boss´s house who, in return, gave her lessons. She lived in a postabolition period, which was not concerned with drafting public policies or offering educational and professional opportunities that would contribute to the social rise of the black population. Read the full article, written by Thamiris Treigher for the INBEC Post-graduate blog, about Enedina’s trajectory, her achievements and her posthumous tributes received:

These phenomena impact the country’s growth and social development trajectories through, for example, historically denied access to participation and advancement of girls and women, especially black women, in STEM education and careers. Therefore, we need to create conditions so that, in addition to knowing, they can also occupy these spaces and break through the symbolic walls that keep them away from these possibilities. We must align the gear of intersectionality to an anti-racist and anti-sexist formation, in addition to knowing and consuming black intellectual production and the stories of our predecessors and bringing back our memory. For other girls and women, especially black women, to know, be interested in, and engage in STEM careers, families, schools and society as a whole must be jointly involved to intervene and provide opportunities to expand their repertoire in the fields of Science, Technology, Engineering and Mathematics. Let´s do this together! Viração Magazine • Year 20 • Issue 118

reating a life project is an exercise as challenging as it is pleasurable, which leads us on a journey of discovery about ourselves and the world around us. In short, it helps us understand ‘who we are’ and ‘who we want to be’, while it leads us to investigate our desires, values and story and provokes us to reflect on the context in which we live and the legacy we want to leave behind. In more concrete terms, we can describe the life project as a plan that establishes personal, social, and professional objectives and goals, in search of meaning and individual and collective achievement. It is a future plan that helps guide our actions in the present. Its preparation articulates the three dimensions of human life:

THE LIFE PROJECT HELPS TO EXPLORE THE POSSIBILITIES OF THE PRESENT AND ENVISION A FUTURE OF PERSONAL AND COLLECTIVE FULFILLMENT

PERSONAL DIMENSION It all starts with self-awareness. Life projects lead to reflecting on one’s own identity, values, aptitudes, and yearnings and, of course, investigating your personal story for the relationships and life circumstances that influence who you are.

SOCIAL DIMENSION You’re not an island. As you plan for the future, you will have the opportunity to think about the impacts your actions have on the world and commit to ethical values such as empathy, solidarity, and justice.

PROFISSIONAL DIMENSION Work as personal and social achievement: while thinking about a life project, you will inquire about professional interests, skills, and aptitudes, as well as becoming more familiar with the aspects of the world of work and setting goals for this field of life.

YO, STEMIE! Read the full report “Reimagining our futures together: a new social contract for education”, produced by UNESCO:

Viração Magazine • Year 20 • Issue 118

A LIFE PROJECT IN A TRANSFORMING WORLD As we have seen, a life project has individual and collective implications. On the one hand, it is something you create based on your story, desires, and aspirations in order to achieve personal fulfillment. On the other hand, this construction influences and is influenced by relationships and the context in which it is inserted. The contemporary world has gone through constant and accelerated transformations that affect traditional ways of learning, working, and living. The crisis generated by the COVID-19 pandemic; the fourth industrial revolution with its various technological innovations; disinformation and climate change are some of the issues that are posed. The implications of these challenges are discussed in the report “Reimagining

our future together: a new social contract for education”, produced by UNESCO, one of the most important reports on Education in the world. When creating a life project, you need to reflect on these challenges, not only because they are part of the global and local reality that impacts our lives but because of the ethical duty to guide our choices in order to help overcome these crises.

THE ADVANTAGES OF HAVING A LIFE PROJECT

✓ It helps us better understand our desires, strengths, and weaknesses. ✓ It gives us perspective for the future. ✓ It motivates us to pursue our goals. ✓ It helps us chart the paths to get where we want to go. ✓ It is important to achieve a sense of fulfillment and happiness. ✓ It contributes positively to promoting mental health, as it gives meaning to our existence and motivation to face challenges.

CHOOSING A PROFESSION As we have seen, the professional field is one of the dimensions of the life project, essential both to ensure the material conditions of our existence and to generate personal fulfillment. Making a good choice in this area requires self-awareness — what you like, what you do well, what your skills are, etc. - and knowledge about the professions that interest you and the mechanisms for enrolling in university, a technical course, and the world of work.

LET´S FIND OUT WHAT STEP YOU ARE ON THIS PATH, SHALL WE?

NO 0 points

FOR THE FUTURE

MORE OR LESS 1 point

IMAGE RAWPIXEL

PLANNING

YES 2 points

TEXT BY VANIA CORREIA, DEPUTY COORDINATOR OF VIRAÇÃO, IN BONITO (MS)

1. Have you ever taken a career test? 2. Do you know which areas you have the most interest in? 3. Have you researched the professions that interest you? 4. Do you know what occupations that interest you? 5. Do you know how the Brazilian National High School Exam work? 6. Are you familiar with the Brazilian Unified Selection System (Sistema de Seleção Unificada - SISU), University for All Program (Programa Universidade para Todos - Prouni), and Fund for Student Financing of Higher Education (Fundo de Financiamento ao Estudante do Ensino Superior - FIES)? 7. Do you know of any popular university prep courses in your city? 8. Do you know anything about the Young Apprentice program?

RESULTADO 14 to 16 – It seems that you have discovered the path to reach the profession of your dreams. 13 to 10 – You’re already ahead of the game, stay on track to your fast-approaching future. 9 to 6 – You have a world to discover, and it will be amazing, don´t stop. 5 to 1 – Get to researching everything you need to know to plan your professional future.profissional.

YO, STEMIE! The Tô no Rumo [I´m on the right path] project, carried out by Ação Educativa, has a series of incredible materials on youth, education, and the world of work. Enjoy!

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TEXT BY JULIANE CRUZ AND THAYNARA FLORIANO, EDUCOMMUNICATION ANALYST AND EDUCOMMUNICATION INTERN AT VIRAÇÃO, IN SÃO PAULO (SP)

YO, STEMIE! Scan the QR Codes below to learn about two UNESCO publications on Edu-communication and Media and Information Literacy (MIL): Media and Information Literacy: curriculum for teacher training

IMAGE FREEPIK

Media and information literate citizens: think critically, click wisely!

HOW EDU-

COMMUNICAT ION

CONTRIBUTES TO CONSTRUCTING A CRITICAL AND JUST SOCIETY EDUCATING WITH AND FOR THE MEDIA IS FUNDAMENTAL TO GUARANTEE CITIZENSHIP

n technical terms, Educommunication arises in the field of Communication, based on the dialogue between school and family (socialization agencies) with the means of communication, since all are involved in the formation of individuals to live in society. As a paradigm that seeks to unify this dialogue, it precisely emphasizes the formation of individuals, without distinguishing between theoretical and practical approaches. However, Edu-communication is not to be confused with any

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and all messages that circulate through the media and that, perhaps, generate some kind of learning experience for someone. A clear example of this is misinformation, which is disseminated more and more quickly and with refinement, spreading false information, but which has enough attraction to make people believe it. Media and Information Literacy (MIL), a concept that is also part of the fields of Education and Communication, has been critical to ensure dignified access

(Only available in English)

to information in our time. An analysis of educational practices during the period of social isolation brought about by the COVID-19 pandemic is sufficient to attest to the importance that more and more people know how to critically read, interpret, and distribute information more actively and perceive the pitfalls of the narrative war in which we find ourselves. It is based on MIL that we can use communication resources to break the cycles of disinformation that surround people of all ages and levels of education. Edu-communicative practice, in addition to appropriating the media for educational purposes, is also concerned with stimulating critical thinking about these means. In other words, it is concerned with media literacy and establishes a transdisciplinary way of thinking,

since Education is only possible through Communication and every communicative act generates a learning experience. It is essential to stimulate interpretations that discuss this complexity based on the predominant communication forms in contemporary society and seek to respond to legitimate concerns about the structure of our society and about the way we study. Such attitudes are essential for the educational perspective and for the social transformation promoted by critical, civic, and autonomous individuals. Just as one does not study Politics without Geography and History, one does not transform a society without analyzing all the fields that contribute to maintaining its system. The purpose of Edu-communication

is to encourage critical action on and from the media, so that they can be used in an intentional way to facilitate learning, supported by democratic, participatory and horizontal thinking, guided by educational principles and striving to bring to light broad, complex and transformative reflections of reality and enriching learning processes.

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WHAT A ROLE MODEL TEXT RAMONA AZEVEDO AND THAYNARA FLORIANO, COMMUNICATION ANALYST AND EDUCOMMUNICATION INTERN AT VIRAÇÃO, IN SÃO PAULO (SP)

JAQU E LI N E G O E S - MAKE BLACK

FEMALE SCIENTISTS PART OF YOUR ROLE MODEL INSPIRATIONS THE WOMAN SCIENTIST WHO HELPED SEQUENCE THE CORONAVIRUS GENOME BECAME A REFERENCE AND TODAY INSPIRES BLACK GIRLS FROM ALL OVER THE COUNTRY

able to find the answers they were looking for.

As true heroes from the big screen, scientists and health professionals strongly fought back against budget cuts and lack of structure and incentive. Sometimes doubling or tripling their workdays in search of a solution to the cruel moment we were living in, they were finally

At the age of 31, biomedical scientist Jaqueline Goes de Jesus, who holds a master’s degree in Biotechnology in Health and Medicine and a Ph.D. in Pathology, showed everyone that science not only can, but should, be done by black women. In February 2020, she led the team responsible for sequencing the SARS-CoV-2 virus genome. All this happened merely 48 hours after receiving samples from the first patient infected with COVID-19 in Brazil. In addition to this historic achievement, Jaqueline had already found success in the field of biomedicine: a post-doctorate degree dedicated to studying dengue in Brazil, she also led important studies on HIV and the Zika Virus.

he coronavirus pandemic (COVID-19) made the world look at the work of scientists through a different lens. In addition to running against the clock to develop vaccines, a tough fight was also waged against misinformation. Faced with a still unknown virus and with many fears about its forms of transmission, information emerged left and right, and it took a lot of scientific knowledge - in addition to commitment to the truth – to separate the good from the bad.

Viração Magazine • Year 20 • Issue 118

IMAGE RAISA MESQUITA/ HOUSE OF REPRESENTATIVES

In a well-deserved recognition of her pioneering spirit, Jaqueline was featured in Forbes magazine’s “20 Women of Success in Brazil” list. She was also chosen by the toy company Mattel to be honored with an edition of a Barbie doll and was transformed into a Turma da Mônica [Monica’s Gang]1 character, in addition to being honored in the Beija-Flor [hummingbird] samba school parade, with the theme “To open your mind to Black culture is to listen to the Beija-Flor’s Voice”, in a storyline that praised black personalities who stood out in the anti-racism struggle. Currently, the woman scientist is a symbol of resistance and representativeness, being a great inspiration for black youth, especially for girls who have been inspired by her story to follow a path in science and technology. Long live black women in science, LONG LIVE JAQUELINE GOES!

Monica’s Gang, also known as Monica and Friends is a hugely popular Brazilian comic book series that has been running since the 1960s. It was created by Brazilian cartoonist Mauricio de Sousa. The series has countless comic books, strips and almanacs.

TEXTO HELENA RACHEL DA MOTA, IN SALVADOR (BA); LUÍSA MARIA DIELE, IN JEQUIÉ (BA) AND TÁBATA ELISE FERREIRA, IN ÁGUAS LINDAS DE GOIÁS (GO), COFOUNDERS OF THE KUNHÃ ASÉ NETWORK

T H E KUNHÃ ASÉ N E T W O RK: INTERSECTIONALITY AND REPRESENTATIVENESS OF ALL W OME N IN SCIENCE THE KUNHÃ ASÉ NETWORK AIMS TO DISCUSS GENDER DISPARITY IN THE SCIENCES AND OFFER PRAGMATIC SOLUTIONS TO THE LOW REPRESENTATION OF WOMEN IN THIS FIELD

he name of the network means “woman of power” or “powerful woman”, being a mixture of the languages Guarani (Kunhã, which means ‘woman’) and Yoruba (Asé, which means ‘power’). This choice was made due to the desire to honor the peoples of the forest and black people, historically oppressed and not represented in science. Thus, it reflects the network’s concern with intersectionality and representation of all women in science. Our network is being woven by many hands and is constantly growing! It all started with a meeting: four young female researchers, with distinct personal stories and academic trajectories, affiliated with the Ecology Post-graduate Program at the Federal University of Bahia. Despite our differences, we all suffered from a common nuisance: the low representation of women in science, especially in positions of power and prominence. Today we are more than 70 women researchers who are members of the network, from different institutes and institutions. In 2022, at the invitation of UNESCO in Brazil, the Kunha Asé Network joined the cause of the #EDUCASTEM2030 initiative and has since contributed to the production of open educational resources, especially digital games, to mobilize girls in STEM fields. Learn more about the creations made within the scope of the project:

THE LIFE OF A WOMAN SCIENTIST GAME It presents to children and adolescents, in a fun way, the steps involved in becoming a scientist in Brazil. Do girls know what Science is? Symbolic moments, such as graduation, the acquisition of a scientific initiation scholarship, and the publication of a scientific article, were transformed into “spaces” on this game that addresses gender disparity issues in science, demonstrating how women scientists are disadvantaged in academia simply because they are women. MEMORY GAME Within the #EDUCASTEM2030 initiative, UNESCO released this game with the aim of introducing some of the women and girls who were and are part of Science in Brazil and in the world. In addition, it aims to demonstrate the diversity among these women scientists and among their areas of expertise - thus being a way of recognizing them as an inspiration to thousands of people around the world. COLORING BOOK - “INSPIRING STORIES OF WOMEN IN STEM” In addition to being a tribute to these inspiring women, the book is a way to help those playing become more familiar with what it means to work in science. It includes the stories of 10 girls and women who made or make a difference in their STEM careers. The book can be used from early childhood education onwards.

We count on your support to break gender stigmas in education and in STEM careers, starting in basic education. We believe in the strength of youth to promote this mobilization, especially of girls, through these games and materials, throughout the national territory as well as in Portuguesespeaking countries.

YO, STEMIE! Follow the work of the Kunhã Asé Network on social media! @kunhaase.

Viração Magazine • Year 20 • Issue 118

YO, STEMIE! To see the digital games produced for #EDUCASTEM2030, go to:

Astrophysics, a reference in the study of galaxies with high star formation (starbursts). The youngest of eight siblings, she was encouraged by her mother and sister to study biological physics and was the only black student in her graduating class. In 2020, she won the L’Oréal- UNESCOABC Award for Women in Science. She is a professor at Federal University of Paraná and a member of globally recognized observatories.

She is vice-leader of the Mãe Barra Velha village, of the Pataxó people, in Bahia, where she was born. There, she is known as “Uruba Pataxó”. With a degree in intercultural studies, she has been teaching science and mathematics in indigenous basic education for over ten years, structuring traditional and scientific knowledge for the students in her village. She also teaches inclusion.

T O NE V ER F O RG E T

THE PAST AND PRESENT WOMEN OF SCIENCE She was part of the team that genetically sequenced the new coronavirus in the first COVID-19 cases in Latin America. She is considered an expert in the field of health sciences. In addition to several national awards, she was named by Forbes magazine as one of the 20 most successful women in Brazil in 2022.

An upper secondary student in Bahia, she was a gold medalist in the state’s Women’s Math Olympiad, with an honorable mention in the Brazilian Math Olympiad for Public Schools. She works as a math tutor in the Mais Estudo [study more] project and is part of the UNESCO Young Leader #EDUCASTEM2030 course.

HOW TO PLAY 1. Cut the cards along the dotted lines. She is a civil engineer with a professional career dedicated to social causes. From Rio de Janeiro, she is involved in projects run by the Abrigo Maria shelter in Rio de Janeiro. There, she also created the Mão na Massa [hands-on] project, where she used part of her time to carry out free renovations at institutions such as nursing homes and orphanages.

Viração Magazine • Year 20 • Issue 118

Slam poetry writer, full-stack developer, and vocational upper secondary student in program development. She is also an edu-communication lecturer, enthusiastic about projects involving education, technology, gender equality, and the transformation of territories. She was elected young ambassador of Inspiring Girls Brasil, an international organization that aims to connect public school students with inspiring women.

4. Each round, that player will choose two cards to flip over. If the two cards chosen match, the person takes that pair of cards and takes another turn. If they are different, the player flips them back over -in the same position.

A professor in the Department of Oceanography at the Federal University of Bahia, she studies contamination in polar environments. She has been carrying out research activities with the Brazilian Antarctic Program since 2004. In 2021, she won the L’Oréal-UNESCO-ABC Award for Women in Science.

5. The game goes on like this until all matching cards have been found.

T TEXT JÉSSICA REZENDE, COORDINATOR OF VIRAÇÃO PROJECTS, IN SÃO PAULO (SP)

2 . Shuffle the cards and arrange them on a flat surface so that the images of the women scientists and their mini biographies face down. 3. Decide the order in which the players will take part in the round.

KUNHÃ ASÉ NETWORK, IN PARTNERSHIP WITH UNESCO IN BRAZIL, RELEASE THE MEMORY GAME #EDUCASTEM2030 he Memory Game #EDUCASTEM2030 is an Open Educational Resource (OER) produced by UNESCO´s Education sector in Brazil under the initiative, to include girls and women in education and STEM careers. How about inviting your friends over to have fun and learn more about the stories of these inspiring women?

She holds a doctorate in physics from the Federal University of Rio Grande do Sul, is a member of the Brazilian Academy of Sciences and has dedicated her career to research into water and its anomalies, and to increasing the participation of women in science. In 2009, she won the American Physical Society’s Nicholson Medal for her work on gender. In 2013, she won the national Claudia Prize and, internationally, the L’Oréal-UNESCO Prize for Women in Science.

Paleontologist and professor at several institutions in Amazonas, she is part of the Kunhá Asé network of Women in Science. She is also the creator of the Make Science BR project, which aims to promote the dissemination of content on paleontology, philosophy of science, and transgenderism for trans and non-binary women.

THE OBJECTIVE IS TO ACCUMULATE THE GREATEST NUMBER OF MATCHING CARDS POSSIBLE AND, THEREFORE, WIN THE GAME.

Scan the QR Code, download the cards, and have fun!

She is a chemist and associate member of the Brazilian Academy of Science. She is a professor at the Federal University of Paraná. Her research focuses on the neutralization of pesticides and chemical security. She is also engaged in actions that seek gender equality and scientific disclosure. In 2016, she won the L´OréalUNESCO-ABC Award for Women in Science.

TEXT PREPARED COLLECTIVELY BASED ON AN EDUCOMMUNICATION PROCESS WITH STUDENTS OF THE FIRST EDITION OF THE 2030 STEM YOUNG LEADER ORGANIZATION JÉSSICA REZENDE, PROJECT COORDINATOR OF VIRAÇÃO EDUCOMUNICAÇÃO, IN SÃO PAULO (SP) PHOTOS JÉSSICA REZENDE

EMPOWERING PEOPLE FROM BAHIA: A CALL TO ACTION

T O T RANSF O RM

ADOLESCENTS AND YOUNG STUDENTS FROM THE PUBLIC SCHOOL SYSTEM OF BAHIA MET IN SALVADOR FOR AN #EDUCASTEM2030 PROJECT ACTIVITY

MANI FE S T O STEM YOUNG LEADER BAHIA

We, adolescents and young people, students at the public school system of the state of Bahia, gathered in Salvador (BA), during November 03 and 04, 2022, for an #EDUCASTEM2030 project activity, would like to express our opinion on the following topics:

 THE PARTICIPATION OF GIRLS AND WOMEN IN STEM

uring the in-person meet in Salvador (BA) held in November 2022, as part of the STEM Young Leader, students from Bahia´s public school system were involved in several practical activities. One of them consisted of the collective construction of a manifesto addressing the main themes covered during the learning cycle. To do this, the young people were divided into five groups and encouraged to share their claims and views on each of the respective themes. The result of this group activity was the preparation of a powerful text that reflects the voices and aspirations of the participating youth.

 GENDER EQUALITY  SUSTAINABLE DEVELOPMENT AND THE 2030 AGENDA  MEDIA AND INFORMATION LITERACY  SOCIAL MOBILIZATION AND YOUTH PARTICIPATION What we present below is the synthesis of what we dream and claim together as rights and opportunities that allow us to live the present and the future with dignity and happiness.

SUSTAINABLE DEVELOPMENT AND THE 2030 AGENDA To ensure a future where society and the planet can live together in harmony, we wish for: Ķ Ķ Ķ Ķ Ķ Ķ Ķ Ķ Ķ Ķ

Viração Magazine • Year 20 • Issue 118

Peace, justice, and democratic institutions, committed to the creation of just societies. The promotion of the Democratic Rule of Law. Effective and responsible governments that value and promote greater participation of the public in decision-making. Equality. We dream of a world where, above all, it is normal to be different. The guarantee of access to our rights, regardless of class, race, gender, or sexuality. A greater sense of collectivity. Recycling, recreating, multiplying. We want a society committed to preserving the environment. Eradicating hunger and reducing inequalities. Equal pay between women and men. That we can pursue the career we want, without doubting our potential. Brazil as an example for the rest of the world, transforming dreams into achievements to grow in soul and in life.

Viração Magazine • Year 20 • Issue 118

GENDER EQUITY

MEDIA AND INFORMATION LITERACY

We defend the right to equality and the right to freedom of choice as a way to combat all the discrimination that girls and women have experienced during their lives. Mainly that they are aware of themselves and can express their needs freely, rejecting all stereotypes instilled by society. Therefore, we dream of:

We defend the right to communication and information, digital inclusion, and access to digital technologies as a way to address disinformation and misinformation, keep the population well informed and ensure good education and work opportunities for young people. Therefore, we demand:

Ķ Ķ Ķ Ķ Ķ Ķ Ķ Ķ

Freedom for girls and women. The power to choose, question, and change. A world where girls and women are treated with respect, regardless of the intersectionality that affects them. The presence and participation of women in the places where they want to be. The creation of training and work opportunities for girls and women, especially for mothers. Territorial mapping of all inspiring girls and women, who work in STEM, and who do not receive visibility. The breaking of gender stereotypes within the 4 levels: individual, school, family and societal. Actions to raise awareness about the negative impacts of gender stigmas on adolescents and young people, including boys.

THE PARTICIPATION OF GIRLS AND WOMEN IN STEM FIELDS To achieve fairer and more equal participation of girls and women in STEM fields, we advocate:

Ķ Ķ Ķ Ķ Ķ Ķ

SOCIAL MOBILIZATION AND YOUTH PARTICIPATION Many still doubt the ability of young people to participate in political decisions and often speak for us. Therefore, we dream that one day more young people have access to opportunities such as #EDUCASTEM2030, where it is possible to discuss topics of extreme relevance to society. In defense of our right to participate, we want: Ķ Ķ

Ķ Ķ Ķ Ķ

Ķ Ķ

Deconstruction of the system! That women break apart the structural prejudice that associates STEM fields with men. The recognition and appreciation of women for their performance in STEM. The creation of affirmative policies that favor indigenous, black, and trans women to enter and remain in STEM. The creation of quotas in universities for the entry of women in STEM fields, with priority for indigenous, black, trans, peripheral and mothers. That the Government invest more in STEM education, especially in schools in peripheral communities. More investments in science.

Viração Magazine • Year 20 • Issue 118

For all schools to have a quality internet connection. For all adolescents to have the right to use digital technologies, such as tablets and laptops at school. That schools teach students how to use the internet in a positive way. For more activities on basic computing and media. Media literacy workshops in order to develop critical thinking and awareness on misinformation. Campaigns to include young people from the peripheries in the discussion on communication.

Ķ Ķ

Youth collectives and forums to be created to discuss strategies to expand girls’ access to STEM careers. The creation of campaigns on the streets and networks, which generate recognition, visibility, and opportunities for girls to work in STEM. That schools support young leaders in holding debates and other mobilization actions in favor of greater participation of girls in STEM. Multiplication between peers — from youth to youth — on the content discussed in #EDUCASTEM2030. Actions that give visibility and recognize the contribution of indigenous peoples to STEM fields.

Viração ViraçãoMagazine Magazine • Year 20 • Issue 118

TEXTO JÉSSICA REZENDE AND TARCISIO CAMELO, PROJECT COORDINATOR FROM VIRAÇÃO AND EDUCOMMUNICATOR FOR THE 2030 STEM YOUNG LEADER PROJECT, IN SÃO PAULO (SP) AND RECIFE (PE)

A WOMAN IN STEM3 LÍVIA EVELLYN CAVALCANTE FERNANDES, STUDENT OF THE 2030 STEM YOUNG LEADER COURSE - (PE)

CORDEL , POET RY AND ST EM: THE ART OF TRANSFORMING SCIENCE INTO VERSE SEE SOME ARTISTIC PRODUCTIONS FROM PARTICIPANTS OF THE FIRST GROUP OF YOUNG LEADERS OF #EDUCASTEM2030

Literatura de cordel (“string” or “cordel literature”) is a genre of popular literature characteristic of northeastern Brazil. Brought to the country by the first Portuguese colonists, the Brazilian cordel stems from the European tradition of ballad and broadside poetry, and derives its name from the cord on which the booklets are customarily suspended for display in open-air fairs. These inexpensive chapbooksor folhetos have circulated in Brazil for centuries, and are now considered an important part of Brazilian folk and popular culture. More info at: https://library.brown.edu/ create/brasiliana/cordel/ 2

In the translation of this cordel and in the next one, it was preferable to maintain the original meaning, setting aside the rhymes present in the Portuguese version.

ccess to the right to communication contributes, significantly, to exercising the right to expression, so that people can express themselves and tell their own stories. The right associated with free expression and transmitting and receiving information is guaranteed in various laws, declarations, directives, and social norms. For example, Article 5, Item IX, of Brazil´s Federal Constitution of 1988 states the right to: the expression of intellectual, artistic, scientific 40

How are you my dear And renowned reader I present to you For you to lovingly hear All about STEM How important it has become In the daily life of a worker STEM is science It is also technology It is the technician, the master It is also engineering From a mathematician to a doctor From a cell phone to the computer It also includes biology STEM is togetherness It is a place of opportunity It is a research field A place of equality For you to learn About a serious concern For all communities

and communication, regardless of censorship or license.

participated in the pilot edition of #EDUCASTEM2030.

GIRLS AND WOMEN IN STEM

During the 2030 STEM Young Leader, classes were stimulated to manifest artistically, as a way of strengthening their autonomy and empowerment as creators of their own communication and art content. Among the forms of artistic manifestations, we see cordel literature and poetry. This was the case of Lívia Evellyn Cavalcante Fernandes and Maria Clara Brito Campos, two students from Pernambuco who

Livia wrote about the need to stimulate female participation in STEM, warning about the biggest challenges to increase the number of women in careers in science, technology, engineering and mathematics. Maria Clara also pointed out how crucial it is to have female reference STEM leaders in order to inspire other girls and women to renew the future and transform their realities.

MARIA CLARA BRITO CAMPOS, STUDENT OF THE 2030 STEM YOUNG LEADER COURSE - (PE)

Viração Magazine • Year 20 • Issue 118

Did you know that There aren´t many Women in STEM fields? This is cause for worry People have to see A woman can be what she wants to be In any profession

At school, I have much to learn and an educational trajectory in which to yearn. In STEM professions women are distinguished, in every branch: physics, biology, or math. Setting an example of identification, girls, and women together, playing the role of renovation.

A woman in STEM is key To solve the challenges Of today´s society We need women To find a solution For equal work opportunity Through rhyme I emphasize The importance of women The importance of having them I present STEM We will transform the planet With your help we can do it

Renewal, being active, taking the initiative, envisioning a tomorrow, where everyone will know their respective role as a citizen. Science, technology, engineering and mathematics in and out of the school system, clever girls getting the chance to become great women in STEM.

Viração Magazine • Year 20 • Issue 118

DIM THE LIGHTS

Material_Unesco_Lambe-Praguinha.pdf 1 28/10/2022 17:47:07

BLACK WOMEN OCCUPYING T HE SPACE:

THE BRAVE STORY OF THE WOMEN IN “HIDDEN FIGURES” DISCOVER THE STORY OF THREE BLACK WOMEN WHO CHALLENGED RACISM AND SEXISM IN THE 1960S, BECOMING KEY ACTORS IN THE AMERICAN SPACE

he year is 1961. Cold War, space race, Civil Rights Movement, and the pursuit of gender equality. The United States was experiencing a period of economic growth and NASA was consolidating itself as the largest technology research and development company, committed to winning the space race. It seemed like a good year to live in the United States and work at NASA. Just not if you were a black woman! In that case, you would be treated like an alien: confined to a separate area, subject to constant stares and judgment, without even the promise of being treated decently. This is the reality portrayed in “Hidden Figures”, a book by Margot Lee Shetterly that was adapted for the big screen by Theodore Milfe and tells the story of three female black mathematicians responsible 42

for some of the progress still recognized today and used in the American space program. Actresses Taraji P. Henson, Octavia Spencer, and Janelle Monáe portray these pioneering women who stood at the crossroads of pivotal movements. Friends who, in addition to proving their competence day after day, had to deal with deep-rooted prejudice in order to be able to ascend the NASA hierarchy. Knowing the trajectory of pioneering women in science and technology teaches us just how necessary it is to insist, believe, persist, and have the strength to deal with and overcome the challenges that come our way. Get the popcorn ready and have tissues handy!

TEXT RAMONA AZEVEDO, COMMUNICATION ANALYST OF VIRAÇÃO, IN SÃO PAULO (SP).

35%

CINESOLAR: A SUSTAINABLE JOURNEY TOWARD THE DEMOCRATIZATION OF CINEMA IN BRAZIL

CineSolar, which in 2023 completes 10 years, is the first itinerant solar-powered theater in Brazil and transforms public and open spaces into viewing rooms, with the aim of democratizing access to audiovisual productions (especially national ones), promote sustainable actions and practices, social inclusion and disseminate the solar energy generation technology. In 2022, the project acted in the #EDUCASTEM2030 program, mobilizing the public participating in the sessions with a special lineup of films that addressed girls and women in the sciences, in addition to bringing the theme to the project’s workshops in public schools around the country. Between July and December, 114 sessions and debates were held in 18 states for more than 14 thousand people.

Follow CineSolar’s work on social media: @cinesolar youtube.com/CINESOLARBRASIL

ensinoEDUCATION, superior, IN no TERTIARY AS WOMEN MUlheresREPRESENT representam apenas 35% OF dasSTEM matrículas em stem ONLY 35% ENROLLMENTS

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deixar meninas e mulheres LEAVING GIRLS AND de fora OUT da educação e das WOMEN OF EDUCATION AND CAREERS IN STEM carreiras em stem é uma IS A LOSS FOR HUMANITY perda para a humanidade

saiba LEARN mais MOREem: AT https://bit.ly/decifrarocodigo-unesco

Image: Disclosure realização:

Viração Magazine • Year 20 • Issue 118

cooperação técnica:

PARTNERSHIP

A WOMAN’S PLACE IS IN:

SCIENCE & TECHNOLOGY & ENGINEERING & MATHEMATICS.

LEAVING GIRLS AND WOMEN OUT OF EDUCATION AND STEM CAREERS IS A LOSS FOR HUMANITY

SCAN THE QR CODE and download the 4 official sticker templates from the #EDUCASTEM2030 movement to distribute around your school or neighborhood. Help us reach more people who are ambassadors for the inclusion of girls and women in STEM careers and education!

HOW MANY WOMEN DO YOU KNOW THAT WORK. IN SCIENCE?.

SUPPORT