For more than five years, I Led development of annual workshops about Electronic Arts: programming, Net art, Cyberfeminism and Cyberculture for public school ranging from K-12 with classroom size of 30 students
I taught more than 600 children in Bogotá (Ciudad Bolivar, Rafael Uribe, Usme, San Cristobal y Suba) localities with high rates of domestic and gender-based violence. Through this deeply rewarding process, I was be able to understand that communities learning , free software, and recognizing the role of women in the technology history truly matter. That have a real impact on social imaginaries and on the development of children.
My work went beyond teaching; it was about guaranteeing their right to culture and education. This experience transformed me profoundly. I am grateful, because my students were the ones who gave love and meaning through this important process of my life
CREA Project
Netscopio
A collective focused on Pure Data and HTML programming, net art, and cyberfeminism.
This group presented a challenge due to the diversity of participants: Students with disabilities, as well as children and young people of different ages. Our main project was the creation of a free website. We divided into work teams: the young people were in charge of the HTML code, and the others developed the site's multimedia content, which included a Pure Data code repository, GIFs, animated posters, social critique exercises, and a web browsing journal that explored works of art, video games, and even WikiLeaks
Surrounding Worlds
A collective focused on electronics, bioart, and ecology.
This project was initiated by artist Juan Cortés whit the group in robotic prostheses and composting processes. I focused the workshop on the creation of microscopes that sonified images and were visually intervened with code.
To do this, I was inspired by the work of Colombian scientist Patricia Escobar-Páramo, PhD from New York University, who personally showed me the possibilities of articulating science and art around microscopy and the invisible worlds I wanted my students to discover.
Ministry of Education. Bogotá
This process was pedagogical challenge, not only due to the number of students but also because of the need to share knowledge that resonated with their contexts, their neighborhoods, lives, and interests
