O desenho em perspectiva como auxílio na compreensão de objetos tridimensionais representados no plano

Abstract

This research addresses the use of perspective drawing as a resource for the understanding of three-dimensional objects represented on the plane. In the teaching of Spatial Geometry, planar representations of three-dimensional objects constitute a recurring challenge for students, especially when they are not familiar with representation techniques. The absence of systematic instruction in these techniques may compromise the comprehension of planar representations of geometric objects. In this context, this study aimed to analyze whether teaching perspective drawing techniques impacts students’ understanding of three-dimensional objects represented on the plane. The research is characterized as applied, with a qualitative approach, and was developed through a didactic intervention carried out in the form of a perspective drawing mini-course. Data collection was conducted through questionnaires and diagnostic assessments applied before and after the intervention. The results indicate greater mastery of representation techniques and improvements in the ability to mobilize geometric relationships involved in planar representations of three-dimensional objects. It was also observed that these advances did not occur homogeneously among participants, indicating the complexity of the visualization and representation processes involved. It is concluded that the systematic teaching of perspective drawing techniques can play a relevant role in the learning process of Spatial Geometry, acting as a mediator between the geometric object and students’ reasoning. The results highlight the importance of considering perspective drawing as content to be explicitly taught in the school context.