Significações Atribuídas por Professores aos Estudantes com Altas Habilidades/Superdotação no Contexto Escolar: Contribuições para a formação docente
Data
2022-11-16
Autores
Galvão, Patrícia Carla Lima 
Orientadores
Cericato, Ítale Luciane
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente pesquisa tem como objetivo geral apreender as significações que professoras
de uma unidade escolar da Rede Municipal de São Paulo atribuem aos estudantes com
Altas Habilidades/Superdotação. O objetivo específico é compreender se as significações
são baseadas em mitos e se elas podem interferir na identificação e na promoção do
processo de desenvolvimento educacional do estudante. A literatura especializada na
temática das Altas Habilidades/Superdotação, sobretudo no que diz respeito aos mitos
relacionados às características dessa população, aponta para a importância de
conscientizar docentes para que identifiquem precocemente os estudantes que necessitam
receber o apoio do atendimento especializado, pois a ausência deste pode acarretar
prejuízos em seus processos de desenvolvimento e aprendizagem. A metodologia adotada
para a pesquisa de campo é de caráter qualitativo. Como procedimentos para a coleta de
dados foram efetuadas entrevistas pautadas por um roteiro semiestruturado baseado em
autores que estudam a temática das Altas Habilidades/Superdotação e os tipos de
atendimentos previstos na legislação vigente. O enfoque teórico que alicerça a
investigação é o da psicologia sócio histórica proposta por Lev Vygotsky e, como análise
de dados, utiliza-se a proposta dos núcleos de significação. O estudo revelou, entre as
significações das professoras, mitos presentes no contexto educacional e, quando isso
ocorre, existe a tendência de precarização e inexistência do atendimento de acordo com a
legislação vigente, necessitando, assim, de um trabalho no processo de formação docente
na temática das altas habilidades/superdotação dentro da perspectiva colaborativa. Espera-se que o estudo contribua para ampliar e ressignificar os conhecimentos existentes acerca
dos estudantes com Altas Habilidades/Superdotação, de modo a subsidiar, no contexto
escolar e em processos formativos docentes, a compreensão de que os processos de ensino
e aprendizagem devem valorizar e respeitar a diversidade que compõe a condição humana.
The present project has as a general objective to apprehend the meanings that teachers of a school unit of the Municipal Network of São Paulo attribute to students with High Abilities/Giftedness. With the specific objective of understanding if the meanings are based on myths and if they can interfere in pedagogical practices that do not present the effective school inclusion of students with High Abilities/Giftedness. The specialized literature on the topic of High Abilities/Giftedness, especially with regard to the myths related to the characteristics of this population, points to the importance of raising awareness among teachers so that they can early identify students who need to receive support from specialized care, since the absence of this can lead to losses in their development and learning processes. The methodology adopted for the field research is qualitative. As procedures for data collection, interviews were conducted based on a semi structured script based on authors who study the topic of High Abilities/Giftedness and the types of care provided for in current legislation. The theoretical focus on which the investigation is based is that of sociohistorical psychology proposed by Vygotsky and, as data analysis, the proposal of Aguiar and Ozella's meaning nuclei is used. The study presented among the meanings of teacher’s myths present in the educational context, when this occurs there is a tendency of precariousness and inexistence of attendance according to the current legislation. Needing work in the process of teacher training the theme of high skills / giftedness within the collaborative perspective. It is expected that the study will contribute to expand and reframe existing knowledge about students with High Abilities/Giftedness, in order to support, in the school context and in teacher training processes, the understanding that teaching and learning processes must value and respect the diversity that makes up the human condition
The present project has as a general objective to apprehend the meanings that teachers of a school unit of the Municipal Network of São Paulo attribute to students with High Abilities/Giftedness. With the specific objective of understanding if the meanings are based on myths and if they can interfere in pedagogical practices that do not present the effective school inclusion of students with High Abilities/Giftedness. The specialized literature on the topic of High Abilities/Giftedness, especially with regard to the myths related to the characteristics of this population, points to the importance of raising awareness among teachers so that they can early identify students who need to receive support from specialized care, since the absence of this can lead to losses in their development and learning processes. The methodology adopted for the field research is qualitative. As procedures for data collection, interviews were conducted based on a semi structured script based on authors who study the topic of High Abilities/Giftedness and the types of care provided for in current legislation. The theoretical focus on which the investigation is based is that of sociohistorical psychology proposed by Vygotsky and, as data analysis, the proposal of Aguiar and Ozella's meaning nuclei is used. The study presented among the meanings of teacher’s myths present in the educational context, when this occurs there is a tendency of precariousness and inexistence of attendance according to the current legislation. Needing work in the process of teacher training the theme of high skills / giftedness within the collaborative perspective. It is expected that the study will contribute to expand and reframe existing knowledge about students with High Abilities/Giftedness, in order to support, in the school context and in teacher training processes, the understanding that teaching and learning processes must value and respect the diversity that makes up the human condition
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De acordo com a norma da ABNT 6023