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The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences

Received: 4 November 2021     Accepted: 1 December 2021     Published: 24 December 2021
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Abstract

This article seeks to demonstrate how some government decisions dismantled the teaching chain of Drawing, here understood as a support for science and a graphic extension of mathematics in problem solving and in the creation of objects or buildings. Recent researches point to an increasingly complex definition of the act of drawing, but, paradoxically, the teaching of drawing goes in the opposite direction. We begin the article with an examination of what is defined as drawing, followed by a history of drawing education in Brazil, focusing especially on secondary and higher education. Then we address the manual and mental skills obtained from the study of Observation Drawing, Geometric Drawing, Descriptive Geometry, Technical Drawing, which are of great value for personal development and for the advancement of project knowledge, support for the creation of new ones. technologies, objects or buildings. We register the weakening of the design teaching chain and the risk of extinction of the design of the curricula due to mistaken teaching policies. We emphasize the teaching of Descriptive Geometry for being the basis for engineers, architects and designers, a foundation without which there is no possible development and innovation. We also point out the false solutions offered by computer programs that present results, but do not teach the process of reasoning and spatial visualization. The adopted methodology was bibliographical research and critical reflection on the theme, it is, therefore, a descriptive and comparative analytical qualitative study. Evidencing this situation and understanding it is the first step towards a change of attitude.

Published in American Journal of Art and Design (Volume 6, Issue 4)
DOI 10.11648/j.ajad.20210604.14
Page(s) 134-139
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Teaching, Design, Skills, Policies

References
[1] ALVAREZ, Luciana. Changes in the Common National Base resume the debate about the place of writing in daycare and preschool. Public Policies, Ed. 240, 2017.
[2] AZAMBUJA RODRIGUES, Carlos de. Brief considerations on Drawing, Memory and Thought.
[3] BASTOS, Charles. Notes on the teaching of geometry in public schools. TCC. 2016.
[4] DUARTE, Maria Lúcia Batezat. On drawing, memory and learning: a neuroscientific approach towards inclusive education. Apotheke. Santa Catarina: 2017.
[5] EDWARDS, Betty. Drawing with the inner artist. São Paulo: Claridade, 2002.
[6] EDWARDS, Betty. Drawing with the right brain. Rio de Janeiro: Tecnoprint, 1984.
[7] MASSIRONI, Manfredo. See by drawing: Technical, cognitive, communicative aspects. Lisbon, Portugal: Editions 70, 2010.
[8] HAIRSTYLE, José de Arruda. Drawing course. São Paulo: Companhia Editora Nacional, 1973.
[9] PINHEIRO, Virgilio Athayde. Notions of Descriptive Geometry. Rio de Janeiro: To the Technical Book, 1972.
[10] SILVA, Claudio Itacir Della Nina da. The irreplaceable Descriptive Geometry. Site of Descriptive Geometry. Available at: . Access on: 12\03\2006.
[11] TRINCHÃO, Glaucia Maria da Costa. Drawing as a teaching object: History of a Discipline from 19th-century Luso-Brazilian Textbooks. Doctoral thesis in Education. Rio Grande do Sul: 2008.
[12] WAMMES, Jeffrey. The drawing effect: Evidence for reliable and robust memory benefits in free recall - The Quarterly Journal of Experimental Psychology, Volume 69, 2016.
Cite This Article
  • APA Style

    Claudio Estevão Bergamini, Gabriela Biana Bergamini. (2021). The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences. American Journal of Art and Design, 6(4), 134-139. https://doi.org/10.11648/j.ajad.20210604.14

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    ACS Style

    Claudio Estevão Bergamini; Gabriela Biana Bergamini. The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences. Am. J. Art Des. 2021, 6(4), 134-139. doi: 10.11648/j.ajad.20210604.14

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    AMA Style

    Claudio Estevão Bergamini, Gabriela Biana Bergamini. The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences. Am J Art Des. 2021;6(4):134-139. doi: 10.11648/j.ajad.20210604.14

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  • @article{10.11648/j.ajad.20210604.14,
      author = {Claudio Estevão Bergamini and Gabriela Biana Bergamini},
      title = {The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences},
      journal = {American Journal of Art and Design},
      volume = {6},
      number = {4},
      pages = {134-139},
      doi = {10.11648/j.ajad.20210604.14},
      url = {https://doi.org/10.11648/j.ajad.20210604.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20210604.14},
      abstract = {This article seeks to demonstrate how some government decisions dismantled the teaching chain of Drawing, here understood as a support for science and a graphic extension of mathematics in problem solving and in the creation of objects or buildings. Recent researches point to an increasingly complex definition of the act of drawing, but, paradoxically, the teaching of drawing goes in the opposite direction. We begin the article with an examination of what is defined as drawing, followed by a history of drawing education in Brazil, focusing especially on secondary and higher education. Then we address the manual and mental skills obtained from the study of Observation Drawing, Geometric Drawing, Descriptive Geometry, Technical Drawing, which are of great value for personal development and for the advancement of project knowledge, support for the creation of new ones. technologies, objects or buildings. We register the weakening of the design teaching chain and the risk of extinction of the design of the curricula due to mistaken teaching policies. We emphasize the teaching of Descriptive Geometry for being the basis for engineers, architects and designers, a foundation without which there is no possible development and innovation. We also point out the false solutions offered by computer programs that present results, but do not teach the process of reasoning and spatial visualization. The adopted methodology was bibliographical research and critical reflection on the theme, it is, therefore, a descriptive and comparative analytical qualitative study. Evidencing this situation and understanding it is the first step towards a change of attitude.},
     year = {2021}
    }
    

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    AB  - This article seeks to demonstrate how some government decisions dismantled the teaching chain of Drawing, here understood as a support for science and a graphic extension of mathematics in problem solving and in the creation of objects or buildings. Recent researches point to an increasingly complex definition of the act of drawing, but, paradoxically, the teaching of drawing goes in the opposite direction. We begin the article with an examination of what is defined as drawing, followed by a history of drawing education in Brazil, focusing especially on secondary and higher education. Then we address the manual and mental skills obtained from the study of Observation Drawing, Geometric Drawing, Descriptive Geometry, Technical Drawing, which are of great value for personal development and for the advancement of project knowledge, support for the creation of new ones. technologies, objects or buildings. We register the weakening of the design teaching chain and the risk of extinction of the design of the curricula due to mistaken teaching policies. We emphasize the teaching of Descriptive Geometry for being the basis for engineers, architects and designers, a foundation without which there is no possible development and innovation. We also point out the false solutions offered by computer programs that present results, but do not teach the process of reasoning and spatial visualization. The adopted methodology was bibliographical research and critical reflection on the theme, it is, therefore, a descriptive and comparative analytical qualitative study. Evidencing this situation and understanding it is the first step towards a change of attitude.
    VL  - 6
    IS  - 4
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Author Information
  • CEARQ - Coordination of Engineering and Architecture / UNCISAL, State University of Health Sciences of Alagoas, Maceió, Brazil

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