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No presente relatório, apresenta‐se o conjunto de elementos recolhidos, no âmbito da
prática de ensino supervisionada, com o objectivo de desenvolver novos recursos didácticos e
estratégias de ensino para a disciplina de Geometria Descritiva A. Os conteúdos do programa
da disciplina abordam o sistema de representação diédrico e axonométrico. A unidade
curricular desenvolvida pela docente e mestranda incidiu sobre o conteúdo programático
Sólidos III, tema inserido no módulo 3 – Representação diédrica, do programa da disciplina.
Na Escola Secundária Sebastião da Gama os alunos da turma E do 11.º ano,
desenvolveram um conjunto de modelos geométricos reais e de desenhos rigorosos dos
mesmos, com o apoio da apresentação de vários recursos didácticos, desenvolvidos pela
docente e mestranda, tais como modelos e desenhos digitais, totalmente originais.
A leccionação do tema seleccionado teve por princípio o aprender fazendo, que
devidamente acompanhado e orientado, suscita nos alunos um pensamento que parte do
concreto para o abstracto, proporcionando o desenvolvimento das capacidades de ver,
perceber, organizar e catalogar o espaço envolvente.
Apresenta‐se, no presente relatório, toda a investigação inerente ao desenvolvimento
desta unidade curricular, através da qual se procurou verificar a importância e eficácia da
visualização de modelos reais para a compreensão da geometria do desenho, entendendo‐se a
geometria descritiva como um desenho de observação elaborado com rigor.
The following report presents the elements collected within in the practice of supervised learning, in order to develop new teaching means and educational strategies for the subject of Descriptive Geometry A. The contents of the syllabus within this subject address the dihedral and axonometric scheme of representation. The unit developed by the teacher and master influences the topic Solids III, within module 3‐Dihedral Representation from the discipline program. The students in year 11, class E, from the Secondary School Sebastião da Gama, developed a set of real geometric models and rigorous drawings of those models, with the support of several teaching resources, such as original digital models and drawings, entirely developed by the teacher and master. While guided and supervised by the teacher and master, the selected topic was taught through the principle of learning‐by‐doing. This established a mindset in students which begins as something concrete and develops into something abstract, developing their capacities to perceive, understand, organize and catalog their surroundings. This report presents all the inherent research to the development of this subject, through which it sought to verify the importance and effectiveness of visualizing real models to the understanding of the geometry of a drawing, whereby descriptive geometry is understood as an observational drawing made with rigor.
The following report presents the elements collected within in the practice of supervised learning, in order to develop new teaching means and educational strategies for the subject of Descriptive Geometry A. The contents of the syllabus within this subject address the dihedral and axonometric scheme of representation. The unit developed by the teacher and master influences the topic Solids III, within module 3‐Dihedral Representation from the discipline program. The students in year 11, class E, from the Secondary School Sebastião da Gama, developed a set of real geometric models and rigorous drawings of those models, with the support of several teaching resources, such as original digital models and drawings, entirely developed by the teacher and master. While guided and supervised by the teacher and master, the selected topic was taught through the principle of learning‐by‐doing. This established a mindset in students which begins as something concrete and develops into something abstract, developing their capacities to perceive, understand, organize and catalog their surroundings. This report presents all the inherent research to the development of this subject, through which it sought to verify the importance and effectiveness of visualizing real models to the understanding of the geometry of a drawing, whereby descriptive geometry is understood as an observational drawing made with rigor.
Descrição
O CD que acompanha a tese, contendo anexos, apenas estará disponível para consulta na biblioteca da FBAUL
Relatório da prática de ensino supervisionada, Ensino das Artes Visuais, Universidade de Lisboa, 2012
Relatório da prática de ensino supervisionada, Ensino das Artes Visuais, Universidade de Lisboa, 2012
Palavras-chave
Artes visuais Geometria descritiva Desenho Estratégias de ensino Ensino secundário (11º ano) Relatórios da prática de ensino supervisionada - 2012