Caixa de areia 3.0 com realidade aumentada para o ensino por práticas de geografia de temáticas físico-naturais

Abstract

Practical didactic activities can incorporate the integration of Augmented Reality (AR) technology into Geography Education, serving as an alternative strategy for engaging both students and teachers in the active study of physical-natural themes related to geographic space. As is traditional in the discipline, promoting a sensory and interactive connection between students and the content to be taught helps build a favorable structure within schools for the scientific production and learning of knowledge. From this perspective, this research proposed adapting and utilizing this type of technology to create a didactic tool aligned with the Geography Education curriculum. Therefore, the main objective was to develop a "3.0 Augmented Reality Sandbox" to promote Geography Education. The methodology referenced the construction and use of the sandbox in Geography lessons with middle school students (Final Years) at José Mesquita Municipal School, located in the rural area of Macaíba (State of Rio Grande do Norte, Brazil). In dialogue with the tradition, the product of this project enhanced the "Geological Board" (popularized by Raja Gabaglia in the 1920s) by associating it with the current (2024) version of the Augmented Reality Sandbox (AR Sandbox). Both projects serve as the foundation for a new version called the "3.0 Augmented Reality Sandbox," as it is an improved combination capable of simulating a broader range of known lithospheric and hydrospheric phenomena from previous models. This update brings innovation by simultaneously simulating atmospheric phenomena, providing a holistic perspective on the physical-natural themes of geographic space. The results indicate that this integration of Augmented Reality into Geography Education has the potential to transform essentially traditional pedagogical activities into genuinely practical lessons, requiring both students and teachers to engage in constant reinvention, as well as a rebellion that objectively opposes the deterioration of public education in Brazil.