Sistemas de produção e de visualização de informação tridimensional (3D) na educação: análise de caso de uso no ensino fundamental

Abstract

This research presents an analyses related to the use of advanced three dimensional information production and visualization technology (A3DIPVT) for stimulating multiliteracies at k-12 levels. The researched literature shows a lack of use cases utilizing A3DIPVT for enhancing individuals’ cognitive and multiliteracies skills during the educational processes of teaching and learning at k-12 levels. With bases on the growing evolution of A3DIPVT, its uses in the building of 3D digital environments (3DDE) and impacts in military, academic and entertainment industry research and development, the question that drives this research is “How to use A3DIPVT in a way integrated with the construction of content for enhancing cognitive and multiliteracies skills at k-12 levels?” From this question, the aims are: analyse a use case for knowing and comprehending the process of how to utilize A3DIPVT; identify what advantages and disadvantages of using this technology occur in comparison with conventional technologies, for instance, pencil and paper; and select a use case of employing accessible and programmable A3DIPVT based on the internet standard, at k-12 levels. With base on theoretical support of Papert’s constructionism and on the multiliteracies concept, this qualitative bibliographic research studies and analyses documents of scientific domain, such as books, journals, and scientific papers which involve scholarly use of A3DIPVT and virtual reality (VR), from 2012 to 2018. The development of a use case of web based, programmable, A3DIPVT and VR, in a primary school from Sao Paulo municipal schools network is analysed. The analysis interrelates multimodal textual and visual elements utilized during the teaching and learning processes accomplished through integrating A3DIPVT and VR, computer programming and scientific concepts of the curriculum for creating a 3DDE. This analysis results are that the educational processes with base on the mentioned integration promote sociotechnical inclusion through individuals’ dominating digital technologies; enhance subjects’ multiliteracies skills; and stimulate citizens’ cognitive competences such as reading, writing, communicating, researching, attention, learning to learn, and spatially and transdisciplinary thinking.