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In Santa Catarina, World Cup stickers inspired child entrepreneurship after Heitor saw crumpled cards at school and started selling 3D-printed sticker boxes, with name and color, showing how a simple need turned into a business among classmates in Criciúma, also before and after classes.
World Cup stickers were at the center of his classmates’ routine when Heitor Soratto Nandi, 11, noticed a simple problem: many cards were circulating crumpled, held by elastic bands, or stored carelessly in pockets. From this common scene at school, he saw an opportunity.
According to the nd+ portal, the fifth-grade student in Criciúma, in Southern Santa Catarina, began manufacturing personalized 3D-printed boxes to protect the collections. The idea was born from a real need among children who were already caught up in the sticker craze, but it took the form of a small business.
Idea emerged from observing crumpled stickers at school
Heitor’s inspiration came from an everyday situation. Classmates brought their World Cup stickers to school, exchanged cards, and carried part of their collection in their pockets. The problem was that many ended up folded, crumpled, or held by elastic bands, which compromised their preservation.
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It was in this scenario that the boy realized he could create something useful. Instead of just participating in exchanges, he thought of a solution to store the cards more carefully. What seemed like just a recess game ended up becoming a small sales operation among students.
The boxes began to be produced using 3D printing, with space for personalization. The student offers models with names and colors chosen by customers, keeping the theme linked to the World Cup universe and the habit of collecting cards.
3D printing became a tool to protect the cards
3D printing is the element that differentiates Heitor’s small business. With it, the boxes gain their own shape and can be adapted according to classmates’ requests. The proposal is simple: store World Cup stickers in a more organized way and reduce the risk of damage.
This type of production allows for creating custom pieces, without relying on large ready-made stocks. For an 11-year-old student, this also makes the process more flexible, as each order can receive a different combination of color and identification.
The personalized versions became the most appealing aspect. By putting the owner’s name on the box, the product ceases to be just a container and starts to function as part of the collection itself. It’s a small solution, but connected to student behavior.
Sales started among classmates and grew within the school
The business started unpretentiously but spread among students. Sales primarily happen before and after classes, when classmates look for Heitor to order or pick up the boxes. Gradually, the idea went beyond the closest circle of friends.
According to the student’s own account, demand ceased to come only from the closest classmates and began to involve other students in the school. The strength of the idea lies precisely in its proximity to the audience: Heitor created something for a problem he saw every day.
The World Cup stickers served as the starting point, but the movement also shows how small demands can open space for creative initiatives. Instead of a large structure, the business depends on observation, conversation with colleagues, and the ability to deliver something useful.
Family sees creativity and entrepreneurship from an early age
Heitor’s family closely follows the boy’s interest in creation, negotiation, and sales organization. His mother, Sheila Soratto, reports that her son has always shown a creative eye and a tendency to transform ideas into concrete projects.
The family environment also contributes to this contact with the business world. His mother works in dentistry, while his father, Italo Nandi, works in the metallurgical and timber industries. This exposure to different professional routines helps the student observe decisions, conversations, and planning methods.
Even so, the case draws attention because it stems from a child’s initiative linked to daily school life. Heitor did not create a solution far from his own reality. He observed his classmates’ behavior, identified a difficulty, and used available technology to address it.
Money raised already has a planned destination
Despite his young age, Heitor already shows care for the destination of the money he receives. Part of the amount raised from the World Cup sticker boxes is reinvested in purchasing materials to continue production.
The rest, according to the student, is saved for new projects. This detail shows that the initiative is not just about selling something trendy, but also about learning about reinvestment, organization, and continuity.
The story also shows how popular themes among children can generate learning outside the traditional classroom content. The stickers motivated exchanges, conversations, requests, and calculations, while 3D printing brought a practical layer of technology and production.
Small business shows how a simple idea can scale
Heitor’s case is noteworthy because it doesn’t depend on a complex invention. The idea was born from a direct need: to protect cards that were being damaged in daily use. The difference was transforming this perception into a product and testing its acceptance among his own classmates.
In Criciúma, the World Cup stickers helped create a favorable environment for the initiative. As many students were involved in the collection, demand naturally appeared. When the public already understands the problem, the solution needs to be clear, useful, and easy to adopt.
The journey is still in its early stages, but it reveals an increasingly common combination: child creativity, accessible technology, and small businesses emerging in simple contexts. In Heitor’s case, the school became the first market, and his classmates, the first customers.
Ultimately, the story of the boxes shows that entrepreneurship can start with a very small observation: crumpled stickers in a pocket. What do you think? Is it positive to encourage this type of initiative among children, or do you believe schools should treat these projects with more caution? Leave your opinion in the comments.
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