Abstract:

Despite the fundamental historical contributions of women to the development of Computer Science, their participation in the field remains significantly limited. Throughout history, women have played decisive roles in shaping computational thinking and digital technologies; however, their achievements have often been rendered invisible or attributed to male figures. Emblematic examples include Ada Lovelace, widely recognized for writing the first algorithm intended to be executed by a machine, and Hedy Lamarr, whose invention of frequency-hopping technology laid the foundation for modern wireless communication systems such as Wi-Fi and mobile communications. Another significant case involves the women mathematicians and programmers at NASA, including Katherine Johnson, Dorothy Vaughan, and Mary Jackson, whose complex calculations were essential to the success of U.S. space missions between the 1940s and 1960s, yet whose contributions were publicly acknowledged only decades later. This historical erasure aligns with what the literature defines as the Matilda Effect, a structural mechanism that systematically undervalues women’s contributions to science and technology. Paradoxically, in a context of growing global demand for professionals in Information Technology and Computer Science, there has been a continuous decline in women’s interest and retention in these fields. In Brazil, official data indicate a decrease in female enrollment in Computer Science degree programs, while women’s participation in the technology labor market remains extremely limited. Research suggests that this scenario is driven by historical, cultural, and educational factors, including gender stereotypes, the lack of female role models, and academic and professional environments that are insufficiently inclusive. These barriers become even more pronounced in specific regional contexts, such as the Amazon, where structural inequalities intensify challenges related to gender equity and access to technological education. In response to this context, this study adopted a qualitative, exploratory, and biographical approach, analyzing the narratives of six women working in the technology sector in the Amazon region. Thematic analysis revealed recurring challenges, including underrepresentation, stereotypical gender perceptions, and institutional and cultural barriers, while also highlighting trajectories of agency, resilience, and the construction of professional opportunities.

As a final outcome, the research resulted in the production of an 11-minute educational documentary aimed at giving visibility to these women’s experiences and inspiring girls and women to consider Computer Science as a viable educational and professional pathway. Situated within the field of Educational Sciences, the study underscores the potential of audiovisual media as a pedagogical resource for deconstructing stereotypes, encouraging female participation in STEM fields, and promoting more inclusive and socially engaged educational practices.

Keywords:

Computer Science Education, Educational Technologies, Gender Equity, Audiovisual Narratives, Amazon Region.