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This text defends the premise that the drawing, as an instrument to think of Architecture, promotes the arrangement capacity that structures and shapes the thought itself and that exposes it to the development of ideas, encourag -ing the dialogue between teachers and students and, as a result, “literacy in architectural projects”, which constitutes the future architect professional identity. Using the ethnographic case study methodology, lessons from the Architecture and Urbanism second grade class were observed, in a public University, during a project activity time for three months. The data were analyzed based on two categories: a) the students that made a self-evaluation with difficulties of expressing themselves through drawings; and b) the stu-dents that made a self-evaluation by expressing themselves easily through drawings. On the basis of data, it was observed that the activities proposed by the teachers, during the Architecture subject development in the project studio, benefitted part of a group of students and disadvantaged others. Therefore, it may be asserted that the teachers’ pedagogical practice, by the aid of drawing, the participation and the dialogue which was carried out, intervene in student knowledge construction.

O desenho e o diálogo: alfabetização do aluno no ateliê de projeto arquitetônico