{"id":103,"date":"2019-05-29T15:29:14","date_gmt":"2019-05-29T15:29:14","guid":{"rendered":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/?page_id=103"},"modified":"2022-03-01T17:23:54","modified_gmt":"2022-03-01T17:23:54","slug":"metodologias","status":"publish","type":"page","link":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/recursos-que-inspiran-resources-inspiring\/metodologias\/","title":{"rendered":"Metodologias"},"content":{"rendered":"

Activity Chthulucene<\/h3>\n
This activity aims to create analogies and links between human bodies, machines and nature in order to better understand how they relate to one another. It is oriented at creating solidarity between species and reflecting on the links between culture and nature.<\/span><\/div>\n
<\/div>\n
Overview<\/b><\/span><\/div>\n
Collective brainstorm (15 min)<\/span><\/div>\n
Illustrate systems and their commonalities (60 min)<\/span><\/div>\n
Wrap Up (10 min)<\/span><\/div>\n
<\/div>\n
Duration<\/b><\/span><\/div>\n
85 minutes<\/span><\/div>\n
<\/div>\n
Learning Objectives<\/b><\/span><\/div>\n
Knowledge<\/b><\/span><\/div>\n
Understand that information and energy are two vital elements that link bodies, nature and machines.<\/span><\/div>\n
Understand that humans need to reflect on their impact on nature and living ecosystems.<\/span><\/div>\n
Attitude<\/b><\/span><\/div>\n
Understand that living bodies (humans and nature) share commonalities.<\/span><\/div>\n
<\/div>\n
Preparation<\/b><\/span><\/div>\n
The facilitator should have read the reference material “Glossary of Concepts”, and should have some knowledge about the basic concepts related to cybernetics, NBIC (Nanotechnology, Biotechnology, Information Technology, Cognitive Science) and the work of Donna Haraway and Lynn Margulis.<\/span><\/div>\n
<\/div>\n
Step 1: Collective brainstorm (15 min)<\/b><\/span><\/div>\n
Ask participants to brainstorm ideas of some things that human bodies, nature and machines have in common. List participants’ ideas on a blank sheet of paper or flip chart.<\/span><\/div>\n
Some of the commonalities between human bodies, machines, nature can be:<\/span><\/div>\n
Need for energy (sun, food, electricity)<\/span><\/div>\n
Information (ADN, code, memes)<\/span><\/div>\n
Communication<\/span><\/div>\n
Connectors<\/span><\/div>\n
Atoms<\/span><\/div>\n
Electrons<\/span><\/div>\n
Feedback loops<\/span><\/div>\n
Aging<\/span><\/div>\n
Sensitivity to temperature and weather<\/span><\/div>\n
Micro and nano scale, we can zoom in on them<\/span><\/div>\n
Fractals<\/span><\/div>\n
Autopoiesis and simtopoiesis<\/span><\/div>\n
Diversity and heterogeneity<\/span><\/div>\n
Competition and cooperation<\/span><\/div>\n
From this collective brainstorm about ideas and commonalities, invite participants to discuss the implications of those links between human bodies, machines and nature.<\/span><\/div>\n
<\/div>\n
Step 2: Illustrate systems and their commonalities (60 min)<\/b><\/span><\/div>\n
Divide participants into 3 groups and give them 30 minutes to depict a situation or system in which all the elements in Step 1 are present. They can choose which media they prefer to use: drawing, collage, 3D representation, or if they have more time they can design a theatre play, a song or a story.<\/span><\/div>\n
For example: one group could focus on machines by illustrating the internet; another group on human bodies by illustrating the central nervous system; and the third group could focus on nature by illustrating a forest. While representing those systems, they should pay attention to their interaction with the other categories (human, machines and nature) and point at elements that illustrate the above list of concepts.<\/span><\/div>\n
Another possible focus is to ask them to invent a hybrid system that combines human bodies, machines and nature.<\/span><\/div>\n
Ask the groups to present their illustrations. Ensure that all groups have the same amount of time to present their work.<\/span><\/div>\n
You can conclude the activity with a collective reflection on how to build a sustainable system for the earth, for bodies, and for the machines.<\/span><\/div>\n
<\/div>\n
Step 3: Wrap up (10 min)<\/b><\/span><\/div>\n
Ask participants if they have questions and check on possible concepts that are unclear.<\/span><\/div>\n
++++++++++++++++++++++++++++++++++++++++++++++++++++<\/div>\n

CAST – Chthuluceno<\/strong><\/h2>\n
<\/div>\n
Esta actividad busca crear analog\u00edas y asociaciones entre cuerpos humanos, m\u00e1quinas y naturaleza con el fin de comprender mejor c\u00f3mo nos interrelacionamos. Est\u00e1 orientada a crear solidaridad entre especies y reflexionar en torno a los puentes entre cultura y naturaleza.<\/div>\n
\n
\n

Resumen<\/h4>\n
\n
    \n
  1. Lluvia de ideas colectiva (15 minutos)<\/li>\n
  2. Dibujar ecosistemas y sus caracter\u00edsticas en com\u00fan (60 minutos)<\/li>\n
  3. Cierre (10 minutos)<\/li>\n<\/ol>\n<\/div>\n<\/div>\n
    \n

    Duraci\u00f3n<\/h4>\n
    \n

    85 minutos<\/p>\n<\/div>\n<\/div>\n

    \n

    Metas de aprendizaje<\/h4>\n
    \n
    Conocimientos<\/h5>\n
      \n
    • Comprender que la informaci\u00f3n y la energ\u00eda son dos elementos vitales que vinculan cuerpos, naturaleza y m\u00e1quinas.<\/li>\n
    • Comprender que los seres humanos necesitan reflexionar sobre su impacto sobre la naturaleza y los ecosistemas vivos.<\/li>\n<\/ul>\n
      Actitud<\/h5>\n
        \n
      • Comprender que los cuerpos vivientes (seres humanos y naturaleza) comparten caracter\u00edsticas en com\u00fan.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n
        \n
        \n
        \n

        Preparaci\u00f3n<\/h4>\n
        \n

        Es recomendable que la(s) persona(s) que est\u00e1(n) facilitando lean el material de referencia “Glosario de Conceptos” y tengan una comprensi\u00f3n general sobre conceptos b\u00e1sicos relacionadas con la cibern\u00e9tica, NBIC (nanotecnolog\u00eda, biotecnolog\u00eda, tecnolog\u00edas de la informaci\u00f3n y ciencia cognitiva), adem\u00e1s del trabajo de Donna Haraway y Lynn Margulis.<\/p>\n<\/div>\n<\/div>\n

        \n

        Paso 1: Lluvia de ideas colectiva (15 minutos)<\/h4>\n
        \n
          \n
        • Pedir a las participantes una lluvia de ideas sobre las caracter\u00edsticas en com\u00fan que tienen los cuerpos humanos, la naturaleza y las m\u00e1quinas. Anotan las ideas en un papel\u00f3grafo en blanco o en un rotafolio.<\/li>\n<\/ul>\n

          Algunas de estas caracter\u00edsticas en com\u00fan podr\u00edan ser:<\/p>\n

            \n
          • Necesidad de energ\u00eda (sol, comida, electricidad)<\/li>\n
          • Informaci\u00f3n (ADN, c\u00f3digo, memes)<\/li>\n
          • Comunicaci\u00f3n<\/li>\n
          • Conectores<\/li>\n
          • \u00c1tomos<\/li>\n
          • Electrones<\/li>\n
          • Bucles de retroalimentaci\u00f3n<\/li>\n
          • Envejecimiento<\/li>\n
          • Sensibilidad a la temperatura y al clima<\/li>\n
          • Escalas micro y nano; podemos hacer zoom sobre ellas<\/li>\n
          • Fractales<\/li>\n
          • Autopoiesis y simtopoiesis<\/li>\n
          • Diversidad y heterogeneidad<\/li>\n
          • Competici\u00f3n y cooperaci\u00f3n<\/li>\n<\/ul>\n

            A partir de esta lluvia de ideas colectiva, discuten las implicaciones que tienen estas asociaciones entre cuerpos humanos, m\u00e1quinas y Naturaleza.<\/p>\n<\/div>\n<\/div>\n

            \n

            Paso 2: Dibuja (eco)sistemas y sus caracter\u00edsticas en com\u00fan (60 minutos)<\/h4>\n
            \n
              \n
            • Se forman 3 grupos. Tienen 30 minutos para representar una situaci\u00f3n o (eco)sistema que incluya todos los elementos mencionados en el paso anterior (paso 1). Pueden escoger el canal\/medio\/soporte que prefieran: dibujos, collage, representaci\u00f3n 3D o, si tienen m\u00e1s tiempo, obra de teatro, canci\u00f3n o cuento.<\/li>\n
            • Por ejemplo: un grupo se puede enfocar en m\u00e1quinas a trav\u00e9s de la representaci\u00f3n de internet; otro grupo aborda los cuerpos humanos ilustrando el sistema nervioso; y el tercer grupo dibuja un bosque para ejemplificar la Naturaleza. A la hora de representar dichos sistemas, se recomienda que presten atenci\u00f3n a su interacci\u00f3n con las otras categor\u00edas (por ejemplos est\u00e1s centr\u00e1ndote en el cuerpo humano: la interacci\u00f3n con m\u00e1quinas y Naturaleza) y se\u00f1alen los elementos que ilustran los conceptos listados anteriormente.<\/li>\n
            • Otra aproximaci\u00f3n posible es que inventen un sistema h\u00edbrido que combine cuerpos humanos, m\u00e1quinas y Naturaleza.<\/li>\n
            • Invita a los grupos a compartir sus representaciones con las dem\u00e1s. Aseg\u00farate que todos los grupos tengan el mismo tiempo para presentar su creaci\u00f3n.<\/li>\n
            • Puedes cerrar la actividad con una reflexi\u00f3n colectiva sobre c\u00f3mo crear sistemas sostenibles para la Tierra, cuerpos y m\u00e1quinas.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
              \n

              Paso 3: Cierre (10 minutos)<\/h4>\n
              \n

              Deja tiempo para preguntas y verifica si hay dudas sobre los conceptos.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

              ++++++++++++++++++++++++++++++++++++++++++++++++++++<\/span><\/div>\n

              Activity Our Tech Stories<\/h3>\n
              <\/div>\n
              This workshop takes a creative approach to looking at the technologies we use and how they fit into a historical lineage of technological development. It also considers how we can preserve the technological legacies and skills of our predecessors.<\/span><\/div>\n
              <\/div>\n
              Overview<\/b><\/span><\/div>\n
              Introduction (15 min)<\/span><\/div>\n
              Ancestral knowledge and techniques (35 min)<\/span><\/div>\n
              Colonialist perceptions of technologies (25 min)<\/span><\/div>\n
              Gendered technologies (20 min)<\/span><\/div>\n
              Wrap Up (10 min)<\/span><\/div>\n
              <\/div>\n
              Duration<\/b><\/span><\/div>\n
              105 minutes<\/span><\/div>\n
              <\/div>\n
              Learning Objectives<\/b><\/span><\/div>\n
              Knowledge<\/b><\/span><\/div>\n
              Understand that everyone has a personal relationship with technology and is an expert on how they interact with technology<\/span><\/div>\n
              Understand that gender and intersectionality influence our relationships with technology (access, use and development), and why some people are actively excluded from accessing, using and\/or developing technologies<\/span><\/div>\n
              Attitude<\/b><\/span><\/div>\n
              Become aware that women and minorities have always played a role in developing and maintaining technologies and that their stories have remained largely invisible.<\/span><\/div>\n
              Our perceptions, access, use and development of technologies are deeply influenced by how patriarchy and colonialism are embedded in our daily lives and the societies we live in.<\/span><\/div>\n
              <\/div>\n
              Preparation<\/b><\/span><\/div>\n
              Search for some ancestral and appropriated technologies that relate to the context of your participants in order to complement the list of feminist and ancestral technologies reference materials.<\/span><\/div>\n
              <\/div>\n
              Step 1: Introduction (15 min)<\/b><\/span><\/div>\n
              Introduce yourself and the agenda of the session.<\/span><\/div>\n
              Ask the participants to briefly introduce themselves and name their favorite technology.<\/span><\/div>\n
              In order to focus on the type of technologies that this session will encompass, we recommend that facilitators start this round of introductions by naming their favorite technologies, including some that are non-digital: for instance radio, sewing machine, mixer, etc.<\/span><\/div>\n
              <\/div>\n
              Step 2: Ancestral knowledge and techniques (35 min)<\/b><\/span><\/div>\n
              Pass out post-its and ask participants to write one or more things that their grandmother, great-grandmother or another older person has taught them.<\/span><\/div>\n
              Go round the circle and (depending on how many people are present) ask people to read their answers. If there are too many people present, ask for volunteers to raise their hands and read out their answers.<\/span><\/div>\n
              Cluster the post-its together under specific fields, for instance: nutrition & body, arts & crafts, health care, agriculture & land, social relationships, astronomy and cosmogony.<\/span><\/div>\n
              Ask participants how they feel about expanding the notion of technology to these areas of knowledge and techniques, and let them guide the discussion for 5 minutes before moving to the next activity.<\/span><\/div>\n
              <\/div>\n
              Step 3: Colonialist perceptions of technologies (25 min)<\/b><\/span><\/div>\n
              Ask participants to write down machines and technologies that are related to the categories clustered in the previous activity, for example: -Food (kitchen appliances) -Body (waxing, lasers, hair straightener, mooncup) -Arts and crafts (knitting and sewing machines) -Health care (massage, acupuncture, home-made remedies) -Agriculture & land: (scarecrows, composting, tractors) -Astronomy & cosmogony (reading stars, magic, tarot)<\/span><\/div>\n
              Discuss the different machines and technologies listed under each category and introduce the following questions to enable a collective discussion:<\/span><\/div>\n
              How are the digital technologies we commonly use (computers, smartphones, electronics) overshadowing other types of knowledge, techniques and technologies we found in our familiar and collective memory stories?<\/span><\/div>\n
              Note the arguments or ideas discussed by participants regarding the colonialist perception of digital technologies in a flip chart.<\/span><\/div>\n
              <\/div>\n
              Step 4: Gendered technologies (20 min)<\/b><\/span><\/div>\n
              The next step is a collective conversation about the gendering of machines, tools and technologies and is intended to raise participants’ awareness of how our gender and intersectionality has mediated our relationships and experiences with technologies.<\/span><\/div>\n
              Ask participants to look at the different machines, techniques and technologies again and ask themselves who can access and use them.<\/span><\/div>\n
              Building on their answers, cluster them between machines designed for women or for men, and check if you can find machines designed for everyone on your list.<\/span><\/div>\n
              Ask participants how this reflection about gendered technologies makes them feel: does it resonate with their own experiences?<\/span><\/div>\n
              <\/div>\n
              Step 5: Wrap Up (10 min)<\/b><\/span><\/div>\n
              Ask participants if they have any questions, check on possible concepts that are unclear and invite them to share some concluding observations.<\/span><\/div>\n
              <\/div>\n
              ++++++++++++++++++++++++++++++++++++++++++++++++++++<\/span><\/div>\n

              CAST – Nuestras historias sobre las tecnolog\u00edas<\/h2>\n

              Este taller aborda creativamente las tecnolog\u00edas que utilizamos y c\u00f3mo encajan en la genealog\u00eda del desarrollo tecnol\u00f3gico. Tambi\u00e9n toma en cuenta c\u00f3mo podemos conservar los legados y saberes de las tecnolog\u00edas que provienen de nuestras ancestras.<\/p>\n

              \n

              Descripci\u00f3n<\/h4>\n
              \n

              Este taller aborda creativamente las tecnolog\u00edas que utilizamos y c\u00f3mo encajan en la genealog\u00eda del desarrollo tecnol\u00f3gico. Tambi\u00e9n toma en cuenta c\u00f3mo podemos conservar los legados y saberes de las tecnolog\u00edas que provienen de nuestras ancestras.<\/p>\n<\/div>\n<\/div>\n

              \n

              Resumen<\/h4>\n
              \n
                \n
              • Introducci\u00f3n (15 min)<\/li>\n
              • Conocimientos y t\u00e9cnicas ancestrales (35 min)<\/li>\n
              • Percepciones coloniales sobre las tecnolog\u00edas (25 min)<\/li>\n
              • Tecnolog\u00edas diferenciadas en funci\u00f3n del g\u00e9nero (20 min)<\/li>\n
              • S\u00edntesis (10 min)<\/li>\n<\/ul>\n
                \n

                Metas de aprendizaje<\/h4>\n
                \n

                Conocimientos<\/h4>\n
                  \n
                • Comprender que todas las personas tienen una relaci\u00f3n personal con las tecnolog\u00edas y son expertas en esa relaci\u00f3n espec\u00edfica<\/li>\n
                • Comprender que g\u00e9nero e interseccionalidad influyen en nuestras relaciones con las tecnolog\u00edas (acceso, uso y desarrollo) y por qu\u00e9 algunas personas son activamente excluidas de acceder, utilizar y\/o desarrollarlas.<\/li>\n<\/ul>\n
                  Actitud<\/h5>\n
                    \n
                  • Ser conscientes que las mujeres y las minor\u00edas siempre han tenido un papel en el desarrollo y mantenimiento de las tecnolog\u00edas. Sus historias han sido sistem\u00e1ticamente invisibilizadas.<\/li>\n
                  • Nuestras perspectivas, acceso, uso y desarrollo de las tecnolog\u00edas est\u00e1n profundamente influenciadas por c\u00f3mo el patriarcado y el colonialismo est\u00e1 arraigado en nuestro cotidiano y las sociedades en las que vivimos.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                    \n
                    \n

                    Preparaci\u00f3n<\/h4>\n
                    \n

                    Busca ejemplos de tecnolog\u00edas ancestrales y apropiaci\u00f3n tecnol\u00f3gica relacionadas con el contexto de las participantes con el fin de complementar los ejemplos listados en el documento de referencia de esta actividad.<\/p>\n<\/div>\n<\/div>\n

                    \n

                    Paso 1: Introducci\u00f3n (15 min)<\/h4>\n
                    \n
                      \n
                    • Pres\u00e9ntate y expone la agenda de la sesi\u00f3n.<\/li>\n
                    • Las participantes se presentan brevemente. Nombran su tecnolog\u00eda favorita.<\/li>\n
                    • Con el fin de centrarnos en el tipo de tecnolog\u00edas que aborda esta sesi\u00f3n, se recomienda que las facilitadoras empiecen la ronda de presentaciones nombrando sus tecnolog\u00edas preferidas, incluyendo ejemplos que no sean digitales: la radio, la m\u00e1quina de coser, licuadora, etc.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                      \n

                      Paso 2: Conocimientos y t\u00e9cnicas ancestrales (35 min)<\/h4>\n
                      \n
                        \n
                      • Reparte post-its. Escriben una o varias ideas\/reflexiones sobre su abuela, bisabuela u otra persona mayor que les ha ense\u00f1ado algo.<\/li>\n
                      • En ronda comparten sus respuestas Si el grupo es grande, puedes pedir participaciones voluntarias.<\/li>\n
                      • Agrupa los post-its seg\u00fan \u00e1mbitos espec\u00edficos: nutrici\u00f3n\/cuerpo, artes\/artesan\u00edas, salud, agricultura\/tierra\/territorio, relaciones sociales, astronom\u00eda\/cosmogon\u00eda.<\/li>\n
                      • \u00bfC\u00f3mo se sienten al ampliar la noci\u00f3n de tecnolog\u00edas a estas \u00e1reas de conocimientos y t\u00e9cnicas? Facilita la discusi\u00f3n durante 5 minutos.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                        \n

                        Paso 3: Perspectivas coloniales sobre las tecnolog\u00edas (25 min)<\/h4>\n
                        \n
                          \n
                        • Escriban ejemplos de m\u00e1quinas y tecnolog\u00edas relacionadas con las categor\u00edas agrupadas en la actividad anterior. Por ejemplo:\n
                            \n
                          • Comida (electrodom\u00e9sticos de cocina)<\/li>\n
                          • Cuerpo (cera, l\u00e1ser, plancha para el pelo, copa menstrual)<\/li>\n
                          • Artes y artesan\u00edas (tejido, m\u00e1quinas de coser)<\/li>\n
                          • Salud (masajes, acupuntura, remedios caseros)<\/li>\n
                          • Agricultura\/tierra\/territorio (compostaje, arado)<\/li>\n
                          • Astronom\u00eda y cosmogon\u00eda (estrellas, magia, tarot)<\/li>\n<\/ul>\n<\/li>\n
                          • Conversen en grupo sobre las categor\u00edas propuestas, introduciendo las siguientes preguntas a modo de detonante de discusi\u00f3n:<\/li>\n<\/ul>\n
                              \n
                            1. \u00bfC\u00f3mo eclipsan las tecnolog\u00edas digitales que solemos utilizar (celulares, computadoras, aparatos electr\u00f3nicos) los otros tipos de conocimientos\/t\u00e9cnicas\/tecnolog\u00edas propios de nuestras historias familiares y memoria colectiva?<\/li>\n<\/ol>\n
                                \n
                              • Anota las contribuciones y reflexiones en torno a estas perspectivas coloniales en un rotafolio o papel\u00f3grafo.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                                \n

                                Paso 4: Tecnolog\u00edas diferenciadas en funci\u00f3n del g\u00e9nero (20 min)<\/h4>\n
                                \n
                                  \n
                                • Seguimos conversando, ahora sobre la diferenciaci\u00f3n seg\u00fan el g\u00e9nero de las m\u00e1quinas, herramientas y tecnolog\u00edas. La intenci\u00f3n es generar consciencia sobre c\u00f3mo nuestro g\u00e9nero e interseccionalidad media nuestras relaciones y experiencias con las tecnolog\u00edas.<\/li>\n
                                • Revisen las diferentes m\u00e1quinas, t\u00e9cnicas y tecnolog\u00edas que mencionaron anteriormente. \u00bfQui\u00e9n puede acceder y utilizarlas?<\/li>\n
                                • Agrupa las respuestas seg\u00fan si son m\u00e1quinas dise\u00f1adas por mujeres u hombres. \u00bfAparece en la lista m\u00e1quinas dise\u00f1adas para diferentes cuerpos e identidades?<\/li>\n
                                • Compartan c\u00f3mo les hace sentir el tema: \u00bfresuena con sus propias experiencias?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                                  \n

                                  Paso 5: Cierre (10 min)<\/h4>\n
                                  \n

                                  Deja tiempo para preguntas, verifica si hay dudas sobre los conceptos y reflexiones\/observaciones finales.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

                                  ++++++++++++++++++++++++++++++++++++++++++++++++++++<\/span><\/div>\n
                                  \n

                                  Activity Speculative Fiction: Inventing feminist technologies<\/span><\/h2>\n<\/div>\n
                                  <\/div>\n
                                  This session enables participants to invent narratives, fiction or radical imaginaries that work as alternatives to existing oppressive or dystopian models. These new imaginaries can be oriented towards a specific topic (for example inventing feminist and liberating technologies, inventing technologies by combining bodies, machines and nature) or a specific activist issue (for example Sexual and Health Reproductive Rights, Land Defenders, etc). The workshop is oriented at co-designing stories and creating new worlds as processes to imagine and dream together about desired futures.<\/span><\/div>\n
                                  <\/div>\n
                                  ### Overview<\/b><\/span><\/div>\n
                                  1.\u00a0 Introductions (20 min)<\/span><\/div>\n
                                  2.\u00a0 Brainstorm the features of the world (20 min)<\/span><\/div>\n
                                  3.\u00a0 Combine the features to create new worlds (20 min)<\/span><\/div>\n
                                  4.\u00a0 Build the machines (30 min)<\/span><\/div>\n
                                  5.\u00a0 Collective storytelling around the machines (45 min)<\/span><\/div>\n
                                  6.\u00a0 Synthesis (10 min)<\/span><\/div>\n
                                  <\/div>\n
                                  ### Duration<\/b><\/span><\/div>\n
                                  145 minutes<\/span><\/div>\n
                                  <\/div>\n
                                  ### Learning Objectives<\/b><\/span><\/div>\n
                                  <\/div>\n
                                  ##### Knowledge<\/b><\/span><\/div>\n
                                  – Practice with storytelling and co-designing stories based on radical imaginaries.<\/span><\/div>\n
                                  <\/div>\n
                                  ##### Skills<\/b><\/span><\/div>\n
                                  – Understand how patriarchal narratives work to be able to deconstruct and oppose them.<\/span><\/div>\n
                                  – Learn techniques for the production of radical and counter-hegemonic imaginaries.<\/span><\/div>\n
                                  <\/div>\n
                                  ##### Attitude<\/b><\/span><\/div>\n
                                  – Understand the power of language and narratives as a space that shape our realities.<\/span><\/div>\n
                                  <\/div>\n
                                  #### Preparation<\/b><\/span><\/div>\n
                                  Write on big papers a selection of broad categories intended to describe the machines or technologies participants will invent during the workshop. For instance:\u00a0 Look and feel (What they look like? Materials they are made of?), Functionalities (What are their functions?), Usability (How can they be used? By whom?). These categories are some examples that can apply to the description of invented machines or technologies. You can also split the category \u201cLook and feel\u201d in two categories, one for adjectives describing the machine and another category specifically about materials they are made of.\u00a0<\/span><\/div>\n
                                  Once you have detailed your broad categories, you can display them on the wall.<\/span><\/div>\n
                                  <\/div>\n
                                  ## Steps<\/b><\/span><\/div>\n
                                  <\/div>\n
                                  ### Step 1: Introductions (20 min)<\/b><\/span><\/div>\n
                                  1.\u00a0\u00a0 Ask the participants to briefly introduce themselves: Their name, origin or chosen pronoun.<\/span><\/div>\n
                                  2.\u00a0 Ask the participants to think about a technology they particularly like and then to simulate it (they can make a sound and\/or movement). As participants start to showcase their machines, there is a collective construction of a big machine where each person represents different parts of it.\u00a0 This activity is meant to be funny and to break the ice.\u00a0<\/span><\/div>\n
                                  <\/div>\n
                                  ### Step 2: Brainstorm the features of the world (20 min)<\/b><\/span><\/div>\n
                                  Brainstorm the different features displayed in the wall for inventing an imaginary machine or technology. For each category the participants are invited to add (with sticky notes) at least one feature of it. For this activity, participants might already have specific feminist technologies in mind. In that case they will detail their different features in sticky notes for every category (look and feel, functionality, usability). Participants that do not have in mind a specific technology, can also add features they want to play with in sticky notes under each category.<\/span><\/div>\n
                                  <\/div>\n
                                  ### Step 3: Combine the features to create new worlds (20 min)<\/b><\/span><\/div>\n
                                  From the features that come up from the previous brainstorm’s exercise, we are going to mix them. Each participant will choose one feature under one category and combine them together in a paper and will give that combination to another participant.\u00a0 For example, each participant can get a combination of features that would look like: Look (pink and soft), Feel (made of wood), Functionality (swallow pollution) , Usability (can be used under the rain or dreaming). From that combination, they will imagine a machine, technique, artificial or technology that is based on those features: “In my neighbourhood there is a little box made of pink wood that eats pollution every time it rains and when it does not rain, some people can activate it by dreaming of it”.<\/span><\/div>\n
                                  <\/div>\n
                                  ### Step 4: Build the machines (30 min)<\/b><\/span><\/div>\n
                                  Building on the previous activity, each participant will build their machines using the process that they prefer. They can either draw it, create a 3D model with art materials like plasticine, or create a collage with photos and other materials. Participants will showcase their invented feminist technologies or new machines. Give a time to all participants to have a look at other inventions and to comment them.<\/span><\/div>\n
                                  <\/div>\n
                                  ### Step 5: Collective storytelling around the machines (45 min)<\/b><\/span><\/div>\n
                                  Propose to the group to select 1, 2 or 3 machines and to split in groups for 25 mins in order to write together a story around that machine. Where does it live, who maintains it, how does it impact the ecosystem around it, could be some of the ideas to have in mind meanwhile drafting those stories. Methodologies for quickly drafting stories can used random cut-up processes such as asking each person to write a sentence on a paper, hidden those sentences letting the last words visible to the next participant that will depart from those words to write a new sentence, this can go on until everybody has written something. Or people can create an oral story around the machine and then write it together.<\/span><\/div>\n
                                  The idea is to finalise the workshop by asking each group to read their stories aloud if they want to.<\/span><\/div>\n
                                  <\/div>\n
                                  ###Synthesis (10 min)<\/b><\/span><\/div>\n
                                  Ask participants if they have questions, check on possible concepts that are unclear and invite them to share some conclusive observations.\u00a0<\/span><\/div>\n
                                  <\/div>\n
                                  ### Adaptation<\/b><\/span><\/div>\n
                                  This methodology is highly flexible and can be adapted in many ways to make the workshop longer and or to produce longer and more elaborated storytelling around invented feminist technologies. If you want to make the workshop longer and\/or more complex you can add in step 1 in the start categories related to the ecosystem where those machines live, new categories like \u201cPhysical spaces\u201d (how does the places look like?), \u201cCharacters\u201d (who are the persons developing or maintaining those machines?), \u201cRoles\/Norms\u201d (who can use and\/or develop the machines, under which circumstances?), etc.\u00a0<\/span><\/div>\n
                                  <\/div>\n
                                  \n
                                  ++++++++++++++++++++++++++++++++++++++++++++++++++++<\/span><\/div>\n<\/div>\n
                                  Actividad de ficci\u00f3n especulativa: Inventar tecnolog\u00edas feministas
                                  \n<\/strong>
                                  \nEsta sesi\u00f3n permite a los participantes inventar narrativas, ficciones o imaginarios radicales que funcionen como alternativas a los modelos opresivos o dist\u00f3picos existentes. Estos nuevos imaginarios pueden estar orientados a un tema espec\u00edfico (por ejemplo, inventar tecnolog\u00edas feministas y liberadoras, inventar tecnolog\u00edas combinando cuerpos, m\u00e1quinas y naturaleza) o a un tema activista espec\u00edfico (por ejemplo, derechos sexuales y reproductivos, defensores de la tierra, etc.). El taller est\u00e1 orientado a co-dise\u00f1ar historias y crear nuevos mundos como procesos para imaginar y so\u00f1ar juntos sobre futuros deseados.<\/p>\n

                                  ### Visi\u00f3n general
                                  \n1. Presentaciones (20 min)
                                  \n2. Lluvia de ideas sobre las caracter\u00edsticas del mundo (20 min)
                                  \n3. Combinar las caracter\u00edsticas para crear nuevos mundos (20 min)
                                  \n4. Construir las m\u00e1quinas (30 min)
                                  \n5. Narraci\u00f3n colectiva en torno a las m\u00e1quinas (45 min)
                                  \n6. S\u00edntesis (10 min)<\/p>\n

                                  ### Duraci\u00f3n
                                  \n145 minutos<\/p>\n

                                  ### Objetivos de aprendizaje
                                  \n##### Conocimientos
                                  \n– Practicar con la narraci\u00f3n y el co-dise\u00f1o de historias basadas en imaginarios radicales.
                                  \n##### Habilidades
                                  \n– Comprender c\u00f3mo funcionan las narrativas patriarcales para poder deconstruirlas y oponerse a ellas.
                                  \n– Aprender t\u00e9cnicas para la producci\u00f3n de imaginarios radicales y contrahegem\u00f3nicos.
                                  \n##### Actitud
                                  \n– Comprender el poder del lenguaje y de las narrativas como espacio que configura nuestras realidades.<\/p>\n

                                  #### Preparaci\u00f3n
                                  \nEscribe en papeles grandes una selecci\u00f3n de categor\u00edas amplias destinadas a describir las m\u00e1quinas o tecnolog\u00edas que los participantes inventar\u00e1n durante el taller. Por ejemplo Aspecto (\u00bfQu\u00e9 aspecto tienen? \u00bfMateriales de los que est\u00e1n hechos?), Funcionalidades (\u00bfCu\u00e1les son sus funciones?), Usabilidad (\u00bfC\u00f3mo se pueden utilizar? \u00bfPor qui\u00e9n?). Estas categor\u00edas son algunos ejemplos que pueden aplicarse a la descripci\u00f3n de m\u00e1quinas o tecnolog\u00edas inventadas. Tambi\u00e9n puede dividir la categor\u00eda “Aspecto y tacto” en dos categor\u00edas, una para los adjetivos que describen la m\u00e1quina y otra categor\u00eda espec\u00edfica sobre los materiales de los que est\u00e1n hechos.
                                  \nUna vez que hayas detallado tus categor\u00edas generales, puedes exponerlas en la pared.<\/p>\n

                                  ## Pasos
                                  \n### Paso 1: Presentaciones (20 min)
                                  \n1. Pide a los participantes que se presenten brevemente: Su nombre, origen o pronombre elegido.
                                  \n2. Pide a los participantes que piensen en una tecnolog\u00eda que les guste especialmente y que la simulen (pueden hacer un sonido y\/o un movimiento). A medida que los participantes comienzan a mostrar sus m\u00e1quinas, se produce una construcci\u00f3n colectiva de una gran m\u00e1quina en la que cada persona representa diferentes partes de la misma. Esta actividad pretende ser divertida y romper el hielo.<\/p>\n

                                  ### Paso 2: Lluvia de ideas sobre las caracter\u00edsticas del mundo (20 minutos)
                                  \nHaz una lluvia de ideas sobre las diferentes caracter\u00edsticas que aparecen en la pared para inventar una m\u00e1quina o tecnolog\u00eda imaginaria. Para cada categor\u00eda se invita a los participantes a a\u00f1adir (con notas adhesivas) al menos una caracter\u00edstica de la misma. Para esta actividad, los participantes pueden tener ya en mente tecnolog\u00edas feministas concretas. En ese caso, detallar\u00e1n sus diferentes caracter\u00edsticas en notas adhesivas para cada categor\u00eda (aspecto, funcionalidad, usabilidad). Los participantes que no tengan en mente una tecnolog\u00eda espec\u00edfica, tambi\u00e9n pueden a\u00f1adir caracter\u00edsticas con las que quieran jugar en notas adhesivas bajo cada categor\u00eda.<\/p>\n

                                  ### Paso 3: Combinar las caracter\u00edsticas para crear nuevos mundos (20 min)
                                  \nA partir de las caracter\u00edsticas que surjan del ejercicio de lluvia de ideas anterior, vamos a mezclarlas. Cada participante elegir\u00e1 una caracter\u00edstica de una categor\u00eda y las combinar\u00e1 en un papel y entregar\u00e1 esa combinaci\u00f3n a otro participante. Por ejemplo, cada participante puede obtener una combinaci\u00f3n de rasgos que ser\u00eda: Aspecto (rosa y suave), Tacto (hecho de madera), Funcionalidad (tragar la contaminaci\u00f3n) , Usabilidad (se puede usar bajo la lluvia o so\u00f1ando). A partir de esa combinaci\u00f3n, imaginar\u00e1n una m\u00e1quina, t\u00e9cnica, artificial o tecnolog\u00eda que se base en esas caracter\u00edsticas: “En mi barrio hay una cajita de madera rosa que se come la contaminaci\u00f3n cada vez que llueve y cuando no llueve, algunas personas pueden activarla so\u00f1ando con ella”.<\/p>\n

                                  ### Paso 4: Construir las m\u00e1quinas (30 min)
                                  \nPartiendo de la actividad anterior, cada participante construir\u00e1 su m\u00e1quina siguiendo el proceso que prefiera. Pueden dibujarla, crear un modelo 3D con materiales art\u00edsticos como la plastilina, o crear un collage con fotos y otros materiales. Los participantes expondr\u00e1n sus tecnolog\u00edas feministas inventadas o sus nuevas m\u00e1quinas. Da un tiempo a todas las participantes para que echen un vistazo a otros inventos y los comenten.<\/p><\/div>\n

                                  <\/div>\n
                                  ### Paso 5: Narraci\u00f3n colectiva en torno a las m\u00e1quinas (45 min)
                                  \nProponga al grupo que seleccione 1, 2 o 3 m\u00e1quinas y que se divida en grupos durante 25 minutos para escribir juntos una historia en torno a esa m\u00e1quina. D\u00f3nde vive, qui\u00e9n la mantiene, c\u00f3mo impacta en el ecosistema que la rodea, podr\u00edan ser algunas de las ideas a tener en cuenta mientras se redactan esas historias. Las metodolog\u00edas para redactar r\u00e1pidamente las historias pueden utilizar procesos aleatorios de recorte, como pedir a cada persona que escriba una frase en un papel, ocultar esas frases y dejar que las \u00faltimas palabras sean visibles para el siguiente participante, que partir\u00e1 de esas palabras para escribir una nueva frase, esto puede continuar hasta que todos hayan escrito algo. O la gente puede crear una historia oral en torno a la m\u00e1quina y luego escribirla juntos.
                                  \nLa idea es finalizar el taller pidiendo a cada grupo que lea sus historias en voz alta si lo desea.<\/div>\n
                                  \n###S\u00edntesis (10 minutos)
                                  \nPregunte a los participantes si tienen dudas, compruebe los posibles conceptos que no est\u00e9n claros e inv\u00edteles a compartir algunas observaciones concluyentes.<\/div>\n
                                  \n### Adaptaci\u00f3n
                                  \nEsta metodolog\u00eda es muy flexible y puede adaptarse de muchas maneras para alargar el taller o para producir una narraci\u00f3n m\u00e1s larga y elaborada en torno a las tecnolog\u00edas feministas inventadas. Si quieres hacer el taller m\u00e1s largo y\/o m\u00e1s complejo puedes a\u00f1adir en el paso 1 del inicio categor\u00edas relacionadas con el ecosistema donde viven esas m\u00e1quinas, nuevas categor\u00edas como “Espacios f\u00edsicos” (\u00bfc\u00f3mo son los lugares?), “Personajes” (\u00bfqui\u00e9nes son las personas que desarrollan o mantienen esas m\u00e1quinas?), “Roles\/Normas” (\u00bfqui\u00e9n puede usar y\/o desarrollar las m\u00e1quinas, en qu\u00e9 circunstancias?), etc.<\/div>\n
                                  \n
                                  +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++<\/div>\n<\/div>\n
                                  Some of these activities have been developed within the curricula Gender and Technology Institute sprint celebrated in April 2018 in Berlin.
                                  \nYou can check the Gender and Technology Institute Curricula here:
                                  \nhttps:\/\/gendersec.train.tacticaltech.orgLicensing:
                                  \nThe Gender and Technology Institute Curricula by Tactical\u00a0 Technology\u00a0Collective is licensed under a Creative Commons
                                  \nAttribution-NonCommercial-ShareAlike 4.0 International LicenseCredits:
                                  \nCurricula development event, 2018: Alex Hache, Gabriela Rodriguez, Leil Zahra, Ling Luther, Semanur Karaman, Bjoerk Roi, Nina, Nad\u00e8ge, Daniel \u00d3 Cluanaigh, Sandra Ljubinkovic, Luc\u00eda Ega\u00f1a Rojas, Joana Varon, Tamar Ayrikyan, Abir Ghattas, Jacopo Anderlini.Special thanks to:
                                  \nLuc\u00eda Ega\u00f1a Rojas<\/a> and cooptecniques<\/a> for starting and inspiring this happy madness that\u00a0 bring noise and laughs around and is basically giving me hope<\/div>\n","protected":false},"excerpt":{"rendered":"

                                  Activity Chthulucene This activity aims to create analogies and links between human bodies, machines and nature in order to better understand how they relate to one another. It is oriented at creating solidarity between species and reflecting on the links between culture…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":94,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-103","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/pages\/103","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/comments?post=103"}],"version-history":[{"count":4,"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/pages\/103\/revisions"}],"predecessor-version":[{"id":364,"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/pages\/103\/revisions\/364"}],"up":[{"embeddable":true,"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/pages\/94"}],"wp:attachment":[{"href":"https:\/\/zoiahorn.anarchaserver.org\/specfic\/wp-json\/wp\/v2\/media?parent=103"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}