O ensino de Desenho nas escolas brasileiras, nesses últimos anos, raras vezes tem ido além da memorização de seqüências ou algoritmos para solucionar problemas geométricos. Assim, suprimida sua função cultural, o Desenho acabou alijado da escola elementar e média. Contudo pesquisas sobre o funcionamento do cérebro permitem avaliar a importância da expressão gráfica para a formação integral da pessoa. Isto permite concluir que a volta do Desenho à escola deve ser feita em um novo padrão, capaz de estimular as capacidades mentais, utilizando a habilidade manual, a sensibilidade artística e a expressão gráfica para desenvolver a inteligência intuitiva, sem esquecer o lado racional, lógico e seqüencial do cérebro. Esse trabalho mostra alguns exercícios para chegar a esse objetivo, como um primeiro passo para mudar o sistema educacional dentro de um esforço integrado por Psicologia, Pedagogia, Neurociências e professores de Desenho.
The teaching of Drawing in Brazilian schools has become less common in modern times. The rote memorizing of sequences or algorithms to solve geometrical problems has suppressed its cultural function. Drawing has moved away from the Primary and Intermediate levels. However, research on the functioning of brain allows us to evaluate the importance of graphic expression for its development. This allows to conclude that re-introduction of Drawing for schools must be made in new model capable of stimulating mental abilities, use manual dexterity, artistic sensitivity and graphic expression to help develop intuitive intelligence, but without forgetting rational, sequential, logical thinking. This work shows some exercises to advance this objective, as an initial stage to change the educational system in an effort to integrate Psychology, Pedagogy and Neurosciences with Drawing
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