Estratégias pedagógicas para estudantes com altas habilidades/superdotação: opinião de educadores
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Tipo
Artigo
Classficação
Nível teórico
Data
2016
ORCID
Título do Períodico
Revista Educação e Políticas em Debate
ISSN
2238-8346
Página(s)/e-location
184-197
Idioma(s)
pt
Fonte
Fonte
Uberlândia
5
2
ago./dez.
5
2
ago./dez.
Resumo
A legislação brasileira prevê o aprofundamento e o enriquecimento de aspectos curriculares para alunos com Altas Habilidades/Superdotação (AH/SD) por meio de desafios suplementares nas classes comuns, em sala de recursos ou em outros espaços definidos pelos sistemas de ensino. Por este motivo, o objetivo deste estudo foi verificar o conhecimento de educadores, participantes de um curso lato sensu denominado “Especialização em Educação Especial na área de Altas Habilidades/Superdotação” na modalidade semipresencial, sobre estratégias pedagógicas para estudantes com AH/SD. A coleta de dados ocorreu em três turmas e, para tanto, os participantes assistiram a duas animações que apresentavam situações no ambiente escolar e deveriam escolher uma delas para discutir quais mudanças poderiam ocorrer na animação, amparados legalmente pelas políticas nacional e estadual. Para compor a amostra, foi estabelecido como critério de inclusão somente os relatos que se reportaram à área do curso (AH/SD). Os dados foram analisados conforme Análise de Conteúdo de Bardin, com relatos quantificados e distribuídos entre categorias não mutuamente exclusivas. Os resultados mostraram que dos 33 participantes que compuseram a amostra, 21 (63,64%) se reportaram às estratégias pedagógicas conforme solicitava a comanda da atividade. Os relatos também discorreram sobre outras temáticas, como: legislação (13); características do estudante com AH/SD (9); necessidades do professor (9); e indicação do estudante à Sala de Recursos, ou para avaliação para ratificar o diagnóstico de AH/SD ou ainda para a equipe gestora providenciar um trabalho conjunto (8). Considera-se que estratégias pedagógicas diversificadas, motivadoras, criativas, desafiadoras e instigantes são exigências mínimas para estudantes com AH/SD; porém, cabe ao(s) professor(es) avaliar e planejar atividades condizentes com as habilidades de cada aluno.
The Brazilian legislation provides for the deepening and enrichment of curricular aspects for high ability/gifted students by means of supplemental challenges in general education classrooms, resource rooms or other spaces defined by the teaching systems. For this reason, the objective of this study was to verify the knowledge possessed by educators, participants of a lato sensu graduate course, named "Specialization course in Special Education in the area of High Abilities/Giftedness" in the blended mode, about pedagogical strategies for high ability/gifted students. The data collection took place in three classes of the referred course, during which participants watched two animations that presented situations in the school environment and were then invited to choose one of them to discuss what changes could occur in the animation, based on national and state policies. As an inclusion criterion, only the accounts that were about giftedness would be eligible to compose the sample. The data were analyzed according to Bardin's Content Analysis and the reports were quantified and distributed among non-mutually exclusive categories. The results showed that from the 33 participants who composed the sample, 21 (63.64%) discussed about pedagogical strategies as requested by the activity. The accounts also involved other themes, such as: Legislation (13); Characteristics o EDUCADORESthe high ability/gifted student (9); Teacher's needs (9) and Student referral to the Resource Room, or to evaluation for the ratification of the diagnosis of giftedness or also to the administration staff so that they can devise some collaborative work (8). Diverse, motivating, creative, challenging and stimulating pedagogical strategies are considered the minimum requirements for students with high abilities; however, the teachers are supposed to evaluate each student’s abilities and plan suitable activities.
The Brazilian legislation provides for the deepening and enrichment of curricular aspects for high ability/gifted students by means of supplemental challenges in general education classrooms, resource rooms or other spaces defined by the teaching systems. For this reason, the objective of this study was to verify the knowledge possessed by educators, participants of a lato sensu graduate course, named "Specialization course in Special Education in the area of High Abilities/Giftedness" in the blended mode, about pedagogical strategies for high ability/gifted students. The data collection took place in three classes of the referred course, during which participants watched two animations that presented situations in the school environment and were then invited to choose one of them to discuss what changes could occur in the animation, based on national and state policies. As an inclusion criterion, only the accounts that were about giftedness would be eligible to compose the sample. The data were analyzed according to Bardin's Content Analysis and the reports were quantified and distributed among non-mutually exclusive categories. The results showed that from the 33 participants who composed the sample, 21 (63.64%) discussed about pedagogical strategies as requested by the activity. The accounts also involved other themes, such as: Legislation (13); Characteristics o EDUCADORESthe high ability/gifted student (9); Teacher's needs (9) and Student referral to the Resource Room, or to evaluation for the ratification of the diagnosis of giftedness or also to the administration staff so that they can devise some collaborative work (8). Diverse, motivating, creative, challenging and stimulating pedagogical strategies are considered the minimum requirements for students with high abilities; however, the teachers are supposed to evaluate each student’s abilities and plan suitable activities.
Descrição
Palavras-chave
Altas habilidades, Superdotação, Estratégias pedagógicas, High abilities, Giftedness, Pedagogical strategies
Citação
REIS, Verônica Limas dos; REMOLI, Taís Crema; CAPELLINI, Vera Lúcia Messias Fialho. Estratégias pedagógicas para estudantes com altas habilidades/superdotação: opinião de educadores. Revista Educação e Políticas em Debate, Uberlândia, v. 5, n. 2, p. 184-197, ago/dez. 2016. Disponível em: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/45387. Acesso em: 2022-06-06