This collective pedagogical experience included two days of work in which the students sought creative and innovative solutions to real-world problems. In addition, knowledge from STEM (science, technology, engineering and mathematics) such as creativity, collaborative work, communication skills, critical thinking, initiative, problem and conflict resolution, social interaction and the construction of responsible citizenship were brought into play. . The 28 participating teams were solving the 7 challenges suggested by different organizations and specialists in the field. Each challenge had a special mention.
The hackathon modality promotes in students a proactive and entrepreneurial attitude through the realization of an idea in a project with a positive impact on the environment, while promoting and developing their interests, aptitudes and vocations. The pedagogical proposal uses the problem-based learning (PBL) teaching strategy, which supports the importance of teaching by topics and the application of science and technology content in real-life challenges.
Before the event, specialists in financial inclusion presented real-life problems so that the students could immerse themselves in cases related to financial inclusion with a gender perspective from different points of view: banking, fintech, menstrual management, infrastructure, personal financial management. , circular economy, among other topics. Governmental and non-governmental organizations dedicated to gender issues, centralized and decentralized financial entities, fintech, multilateral organizations, initiatives that work on economic autonomy, among others, participated.
The teams were formed so that the students belonged to different schools, modalities and administrations, and that they had different ages. In addition, they were accompanied by tutors who are professionals with experience in teamwork and with training in the subject; and assisted by specialist mentors in certain areas relevant to the problems or challenges raised.