Entre tramas de teorias feministas em tecnologia e sociedade para enunciados de refiguração materializada na IHC brasileira

Abstract

Looking at the Computer Science history from afar one sees the male, white and heteronormative predominance. This predominance was (and still is) part of the imaginary representation of the dominant subjects in society. Bringing closer to Computer Science, the image is different: one see that women contributed to its idealization, although this story is not the most well known. We mention women’s narratives, but which ones are these? They are diverse and their participation permeates multiple oppressions concerning race and ethnicity, social class, gender and disability. Nevertheless, those narratives exceed the Computer Science field; they are part of society, culture, and especially history. The doctoral dissertation is in the Science, Technology and Society (STS) studies. It enlights several understandings either by the cultural, environmental, economic approach, in which we appropriate the feminist viewpoint theory. We understood feminisms in different appropriations. Our approach is to understand the concepts: situated knowledge, embodied objectivity, and materializing refiguration by Donna Haraway, gendered by Judy Wajcman, and engaged pedagogy by bell hooks. The main objective is to analyze Brazilian HCI statements in interaction with feminist theorists in STS. We understood statements as a set of discursive materialities: documents, events, publications, and speeches (oral or written). We identified the conceptions about Computer Science education in the Workshop on Teaching HCI (WEIHC) (2010-2016) publications. We analyzed the proposals and actions on feminisms in the Women in Information Technology (WIT) (2016-2021) event. We recognized the proposals of critical education in third-wave HCI to identify the patterns in Brazilian HCI education. Finally, we produce a theoretical and critical panel from the humanistic third-wave HCI proposals with the feminist STS studies. We also did two workshops with Computer Science students to think about a critical education in Brazilian HCI. The research results demonstrate dominant structures and power relations in Computer Science, in Brazilian HCI, and in society that do not incorporate social and cultural critiques in the computing professionals’ education concerned with technology and society issues.