Muitas ações têm sido realizadas com o intuito de atrair mais meninas para a Computação, que vão desde oficinas com alunas do ensino fundamental até ações para mantê-las nas universidades uma vez que elas escolhem essa carreira. No Brasil, considerando os mais de 100 projetos parceiros do Meninas Digitais, a grande maioria destes têm as estudantes como foco das ações. No entanto, projetos com foco nas professoras do Ensino Fundamental também podem ser aliados à causa. Para isso, essas professoras precisam conhecer mais sobre as carreiras na Computação, o que fazem os profissionais, qual o perfil de atividade e, assim, auxiliar na divulgação da área. Este artigo evidencia essa demanda por projetos que auxiliem as professoras, uma vez que foi possível identificar visões estereotipadas e lacunas, importantes em conceitos sobre a área de Computação como um todo.

University extension is the educational, cultural and scientific processthat articulates the functions of teaching and research andenables the transforming relationship between the University andSociety. However, there are gains to the University that may notbe perceived trivially. The present work seeks to delve into whatthese returns to the University are, taking into consideration theguideline that proposes the Impact on Student Education. That said,this paper aims to map the social and emotional skills worked on inthe TIChers project, a university extension project of the AcademicDepartment of Informatics (DAINF) of the Federal TechnologicalUniversity of Paraná (UTFPR) Curitiba campus, a partner of the DigitalGirls program of the Brazilian Computer Society (SBC). To thisend, a survey was carried out with the people participating in theproject, also seeking to understand how they classify the sense ofbelonging and what is their engagement with the course/universityafter joining the project. Finally, to try to understand the resultsof University Extension in a broader context, the results of thisresearch will be related to papers that discuss socioemotional skillsin the context of University Extension.

The necessity of introducing the fundamental concepts of Computingin Brazilian elementary, middle and high school has beenincreasingly discussed by the Brazilian Computer Society (SBC).Nevertheless, to the best of our knowledge, there is no literaturethat explains how these concepts should be applied. This articledescribes how those specific Computing competences can be introducedin accordance with the guidelines defined by SBC. For thispurpose, an analysis of a database workshop for high school girlswas carried out, in order to map the guidelines to the workshopactivities. This analysis serves as model for the creation of tools andcourses in an articulated way with the guidelines of SBC, showingthat existing materials can and should be harnessed.

From the discussion on the insertion of computational concepts in Basic Education in Brazil, there has been a growing demand for support to these teachers in the form of training courses in computing, whether offered by formal bodies or even by independent projects such as the university extension. If, on the one hand, the offer of these courses fulfills the role of helping Basic Education teachers in this challenge of integrating computational concepts in their classroom practice, on the other hand, these training courses also have the potential to engage teachers to attract their students to the area of ​​computing as a profession. We argue that because many girls are rarely exposed to content in this area in particular, and hearing quality clarifications from their teachers can spark previously unexplored curiosities. However, in order to fulfill this second role, it is necessary to discuss how these courses are approached in order to break with certain stereotypes, such as gender, which have long been perceived in this area. In this sense, this article highlights this demand for training courses in computing free of stereotypes, since it identifies a perception that is still stereotyped, a possible reflection of a clear lack of basic education teachers in training courses offered by the TIChers extension project.

Oficinas que abordam assuntos técnicos em áreas como a Computação, muitas vezes, geram materiais que reforçam os estereótipos presentes na área. Contudo, é possível buscar meios de apresentar os conteúdos de forma que, intencionalmente, além de abordar assuntos técnicos, também gerem um maior senso de pertencimento. Por meio da apresentação das estratégias utilizadas na construção de uma oficina de Criptografia, este artigo mostra a importância de construir materiais didáticos que introduzam aspectos relacionados a questões de gênero e desconstrução de estereótipos, mesmo que implicitamente. O alto engajamento das docentes nos cinco encontros da oficina com atividades síncronas e assíncronas, permite indicar que as estratégias escolhidas contribuíram para o seu senso de pertencimento.