Geometria descritiva

: didática em prol do pensamento espacial e geométrico

Abstract

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.

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	João Pedro Xavier (Supervisor)