Advisor(s)
Abstract(s)
A Geometria Descritiva tem sido profundamente desprezada nas
escolas, tanto pela classe docente, como pela discente. Em tempos de
inovação informática e tecnológica, questiona-se o seu interesse e atualidade.
Porém, não se questionam os métodos pedagógicos praticados por um grande
número de professores.
Apesar do programa curricular da Geometria Descritiva e as suas
sugestões metodológicas apontarem para a construção do conhecimento, a
lecionação da disciplina está assente no dogmatismo e transmissão de
fórmulas de resolução de problemas-tipo. O resultado é escassez de
pensamento geométrico, praticamente irreversível, que se prolonga para além
dos ciclos de estudos.
Perceção, Construção, Representação e Conceção são as quatro faces
do tetraedro que serve de metáfora para reativar a dinâmica do pensamento
geométrico. Articuladas de forma sólida e equilibrada, estas atividades
permitem valorizar a forma como o sujeito se relaciona com o espaço, tanto
pessoal, como profissionalmente.
Fundamentado na História, na Arte, na Psicologia e na Pedagogia, o
presente documento configura-se sob a forma de uma proposta para uma
didática da Geometria Descritiva que enaltece a comunicação entre a mão e o
cérebro, no desenvolvimento recíproco de ideias e representações gráficas.
O professor deve usar e construir consistentemente a sua distinção
profissional para uma meta: ensinar para a autonomia e criatividade.
Descriptive Geometry has been deeply neglected in schools, not only by teachers, but also by students. In times of computer innovation and technological wonders, its interest and contemporaneity are questioned. However, pedagogue methods adopted by a large number of teachers are not. Although descriptive geometry’s curricular program and its methodology suggestions tend to point to the construction of knowledge, the manner the subject is taught is based on dogmatism and the transmission of problemsolving formulas. The result is the geometric reasoning scarcity, almost irreversible, that is extended beyond the study cycles. Perception, Construction, Representation and Conception are the four faces of the tetrahedron that serves as a metaphor to reactivate the dynamic of geometric reasoning. Aligned in a solid and balanced form, these activities allow the enhancement in which the subject relates to space, both personally and professionally. Based in History, in Art, in Psychology and in Pedagogy, the present document is set under the form of a proposal for a Descriptive Geometry didactic, which improves the communication between hand and brain, in the reciprocal development of ideas and graphic representations. The teacher must consistently use and construct its professional distinction aiming at a target: teaching autonomy and creativity.
Descriptive Geometry has been deeply neglected in schools, not only by teachers, but also by students. In times of computer innovation and technological wonders, its interest and contemporaneity are questioned. However, pedagogue methods adopted by a large number of teachers are not. Although descriptive geometry’s curricular program and its methodology suggestions tend to point to the construction of knowledge, the manner the subject is taught is based on dogmatism and the transmission of problemsolving formulas. The result is the geometric reasoning scarcity, almost irreversible, that is extended beyond the study cycles. Perception, Construction, Representation and Conception are the four faces of the tetrahedron that serves as a metaphor to reactivate the dynamic of geometric reasoning. Aligned in a solid and balanced form, these activities allow the enhancement in which the subject relates to space, both personally and professionally. Based in History, in Art, in Psychology and in Pedagogy, the present document is set under the form of a proposal for a Descriptive Geometry didactic, which improves the communication between hand and brain, in the reciprocal development of ideas and graphic representations. The teacher must consistently use and construct its professional distinction aiming at a target: teaching autonomy and creativity.
Description
Keywords
Geometria descritiva Construção do conhecimento Pensamento geométrico Didática Descriptive geometry Knowledge construction Geometrical reasoning Didactic