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

Claudio Estevão Bergamini; Gabriela Biana Bergamini

doi:doi:10.11648/j.ajad.20210604.14

| Peer-Reviewed

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

Claudio Estevão Bergamini, Gabriela Biana Bergamini

Published in American Journal of Art and Design (Volume 6, Issue 4)

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

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences
AU  - Claudio Estevão Bergamini
AU  - Gabriela Biana Bergamini
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.ajad.20210604.14
DO  - 10.11648/j.ajad.20210604.14
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 134
EP  - 139
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20210604.14
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
ER  -

Copy | Download

Author Information

Claudio Estevão Bergamini
Gabriela Biana Bergamini

CEARQ - Coordination of Engineering and Architecture / UNCISAL, State University of Health Sciences of Alagoas, Maceió, Brazil

Download PDF

Sections

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - The Lost Skills: About the Exclusion of Design and Descriptive Geometry from School Curriculums and Their Consequences
AU  - Claudio Estevão Bergamini
AU  - Gabriela Biana Bergamini
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.ajad.20210604.14
DO  - 10.11648/j.ajad.20210604.14
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 134
EP  - 139
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20210604.14
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
ER  -

Copy | Download