Void3D Education: uma proposta integradora para o ensino de ciências exatas e naturais no fundamental II por meio da cultura maker e do uso de manipulativos pedagógicos impressos em 3D.

Abstract

This work developed three-dimensional manipulatives, produced by 3D printing, as a pedagogical resource for teaching Exact and Natural Sciences in Elementary School II. The main objective was to promote more active, meaningful and accessible learning through maker culture, exploring low-cost and easy-to-implement technologies. To achieve this end, the project used a qualitative and experimental approach as a methodological basis. The research involved the application of semi-structured questionnaires with 384 students, 13 teachers and 6 administrators of private schools in the metropolitan region of Natal/RN, in addition to field observations and face-toface interviews. Based on the analysis of the responses, it was possible to verify and prove the need for more concrete and interactive pedagogical practices, especially in the teaching of Mathematics and Sciences. Based on these demands, the manipulatives were modeled using Fusion 360 software, respecting the technical limitations of the available 3D printers (FFF technology with 0.4 mm nozzle and 0.2 mm layer height). The printed objects included representations of content set out in the competencies of the National Common Curricular Base (BNCC), enabling practical experimentation in the classroom. As a result, a replicable process model was developed that can be followed by teachers, students and school administrators, in addition to the emergence of the Void3D Education initiative, a company proposal focused on renting 3D printers to educational institutions. It is concluded that 3D printing, integrated with active methodologies, can transform school dynamics, expanding pedagogical possibilities, promoting student protagonism and reducing barriers in the traditional teaching of exact sciences.