Within the scope of the recommended scientific research, called DEAR - Design, Education, and Architecture - the aim is to develop innovative pedagogical methodologies applied to the subject of Drawing (manual) for the teaching of Architecture and other creative areas.

The main objective is to update pedagogical practices, questioning consolidated teaching paradigms, focusing on critical thinking, and encouraging students' learning autonomy.
The aim is to verify the hypothesis initially put forward, namely in the appeal of - memory, the sensory and the emotional - incorporated into the new teaching experiences and considering them phenomenological and inductive.

How can the current performance of the Architect (and other creative professionals) be enhanced, using the manual tool of sketch drawing applied to highly sophisticated, instantaneous and authentic contemporary thinking?

To this end, a scientific action plan was designed, together with students from the 1st and 2nd cycles of university studies in Architecture, integrated with the course's curricular fulfilment and the transversality of the curricular units.
The applied methodology introduces new production experiences, following specific procedures, namely: in the election of the Drawing discipline as a pillar in the set of constituent curricular units; valuing Drawing in its potential to Design an Object; and framing Drawing in the concepts of Operative and Operational.

The new pedagogical practice begins by changing the dynamics of the classroom, whether in person, remotely or mixed, namely in the redistribution of participants (teachers and students) in the real or virtual space (changing the hierarchy, and forming unlikely groups and leaders), whether in their positioning (sitting or standing), or in the context and environment of the session (sound, light and comfort) as well as in the disruption of assigned tasks.

The proposal developed thus reviews the procedures applied in architectural drawing classes, revisiting the exploratory process of childhood in adults, challenging the movements of the hand, arm, body, as well as consolidated gestural mastery.

The proposed sessions are organized into 15 modules corresponding to academic semesters, consolidated by a Procedures Guide made available at the beginning of the work. In this case, the Script must clearly identify the set of production to be designed: 1 Emotional memory; 2 Sensory Dynamics; 3 Real physical dynamics; 4 Construction of critical thinking; 5 Scale registration; 6 Function registration; 7 Micro Drawing; 8 Space silhouette; 9 Enlargement of lines; 10 Enlargement of textures (7); 11 Constructing a “Gravitation”; 12 Three dimensions; 13 Model 3D; 14 Drawing with human figure; 15 Materiality, light and shadow.

The production of this pedagogical experience has been implemented and monitored using specific analytical indicators, validating the initial hypothesis in most of the results. The results are quite significant, both in terms of changing and improving students' understanding of the language of drawing, as well as in conceptual matters directly related to abstraction and creativity.

Keywords: New pedagogical practices, architectural drawing, analog drawing, sketching, creative methodologies, architectural design.