This paper supports the premise that artistic drawing, as a curricular subject in the teaching of architecture, worked within a didactic perspective whose underlying epistemology is constructivist and whose ethic of teaching activities is cooperation, promotes the development of skills and abilities, moving towards the idea of an integral education that strengthens the link between cognition and affectivity. It presents the various dimensions of “knowing how to draw” and demonstrates, through categories, how teachers’ actions can intervene in the process of construction of knowledge of the student, as a cognoscent agent and artifice of their mental structures, transforming both their store of knowledge and their condition of knowing.