Tecnologias imersivas aplicadas ao ensino da educação para sustentabilidade na educação básica

Abstract

The use of Digital Information and Communication Technologies (DICTs) as teaching resources has been widely discussed in various contexts around the world. Currently, immersive technologies, such as Virtual Reality (VR) and Augmented Reality (AR), have been consolidating themselves as innovative tools in the teaching and learning process, enabling more interactive and meaningful experiences. These technologies are becoming increasingly present in the educational environment due to their ability to personalize learning, providing new ways of viewing materials and interacting with stories, characters and environments, in addition to simulating situations that contribute to the comprehensive education of students in Basic Education. The "Do It Yourself" Culture (or "Maker Culture") is recognized as a trend that can transform schools into a more participatory and engaged environment. This movement encourages more playful and enjoyable teaching, promoting the development of 21st century skills, such as leadership, autonomy, creativity, critical thinking and the sharing of ideas and productions. In this context, this research aimed to develop a Maker Platform, aiming to train teachers in the use of Immersive Technologies as teaching resources in Education for Sustainability, with an emphasis on the Water Cycle as a cross-cutting content. The study adopted the systemic complexity approach, which provides an opportunity to understand parts of reality with an understanding of the subjects and the environment based on the concepts of systems, as well as action research, as it involves the active participation of both researchers and participants. The research was conducted with Elementary School I teachers, who participated in a training workshop, focusing on the Water Cycle. The results showed that the use of these technologies contributes to a more dynamic and engaging learning, promoting greater interest in environmental content on the part of both students and teachers. In addition, the importance of teacher training for the effective incorporation of these tools in the school environment was highlighted. It is concluded that the Maker Platform presents itself as a promising pedagogical resource to assist teachers in the integration of immersive technologies into Education for Sustainability, highlighting the need for investments in infrastructure and continuing education so that such innovations are widely implemented.