The development of rapport in the teaching of Geometric Drawing

Abstract

In the Geometric Drawing course, students are encouraged to develop geometric reasoning to enable them to interpret and create forms. Based on this premise, this article aims to present and discuss the results of an activity proposed within the course, which sought to articulate the knowledge of this curricular component with theories of semiotics and visual language for the creation of geometric modules and patterns (rapports) through an interdisciplinary approach. Grounded in the principles of meaningful learning and employing an applied, qualitative, and descriptive-exploratory methodological framework, five student projects were selected to exemplify the proposal. The results indicate that understanding the reading of forms from a semiotic perspective facilitated the creation of coherent geometric compositions, leveraging tools and principles of visual language applied to design.