The present dissertation aims to bring a contribution to the teaching of Technical
Drawing, by using various school spaces. In this sense, its objective was to identify
the contributions of the field class in formal non-conventional space in the teaching
learning process of the Technical Drawing. The study becomes important, since the
field class is a didactic modality very widespread and validated in other disciplines,
but rarely used in Technical Drawing, whose classes are limited to activities of copies
of models pre-established by the teachers and in the insistence of the appropriate
handling of the technical drawing instruments, limited to the space of the classroom.
In order to base this study, it was necessary to discuss the origin of the technical
drawing and its teaching, the use of spaces in the teaching / learning process and the
field class as a new perspective in the teaching of Technical Drawing. This work
followed the assumptions of the quali-quantitative research, fulfilling the
methodological contributions of the study of case. Data were collected and recorded
through observation, documentary analysis, visual material and application of
questionnaires; technical drawing activities were applied from classes in formal
space (classroom/copy of pre-established model) and field classes held in formal
non-conventional space (cadastral registration in the Engineering Sector of IFAM,
Campus Manaus East Zone), having as participants 44 students of the the first grade
of Integrated Technical Education in Landscaping. The obtained results allow to
identify that in the Technical Drawing teaching it is necessary that the theoretical
classes and drawing activities be complemented with a field practice, so that the
student, when leaving the formal space and confronting with a constructed space,
can fix the content covered in the course and to recognize the elements and
constructive techniques studied in the theoretical classes, to relate the acquired
learning in the discipline to their work in the world of work and to develop skills not
foreseen in the program content, such as creativity, decision making, ability to solve
problems. In addition to these contributions, the field class provides a space for
collective work and socialization of information with students, teachers and other
professionals of the educational institution. These results attest to the relevance of
the present study, in that the field class in Technical Drawing, in formal nonconventional
space, can constitute a new perspective of teaching, with potential to
promote meaning to student learning, as well as to stimulate their capacity of
observation, planning and elaboration of projects that are closer to and adapted to
the observed reality. In order to consolidate and disseminate the didactic modality of
the field class adapted to the discipline of Technical Design, as a product of this
research, a manual of orientation for teachers of the discipline entitled New
Perspectives for the teaching of technical drawing was elaborated, whose objective is
the expansion of the classes to non-conventional formal spaces, instigating the use
of different spaces in the process of teaching/learning.
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