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The article seeks to provide new perspectives on the gender gap that characterizes free software, from the review of a series of experiences that have been taking place in Argentina in recent years, which aim at building bridges between free software and feminism. The empirical corpus selected for this work is built upon a series of interviews with free software activists and records of participant observation in events promoted by the communities of which the interviewees are part. A close look at their experiences allows us to recognize a set of commonalities that converge in a process in which they rewrite and resignify the principles that have historically been assigned to ‘hacker learning’. In this way, I argue that these experiences enable new meanings and practices that configure scenarios for a feminist pedagogy of free software.

Hacking the learning: possible pathways for a feminist pedagogy of free software in activist experiences in Argentina