Formação de pedagogos para a atuação com pessoas dotadas e talentosas

Detalhes bibliográficos
Ano de defesa: 2017
Autor(a) principal: Souza, Amanda Rodrigues de
Orientador(a): Rangni, Rosemeire de Araújo lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de São Carlos
Câmpus São Carlos
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/ufscar/8785
Resumo: Inclusion policies and practices require new approaches and extensive teacher motivation, which determine to a large extent the success of the whole process. With the advent of special education targeting students in school, a dilemma was created in the type of initial training offered to these teachers, since most of them would not be prepared to attend these students, rather in specialized institutions or their Homes. In this sense, there is concern about formation for the subject of giftedness and talent, given that students with high capacity are targeted by Special Education and backed by legal provisions, which guarantee due educational attention to the full Development of their potentials and talents in an inclusive perspective. The main objective of this research was to verify and analyze the existence of the knowledge of undergraduates of Pedagogy in relation to the subject of giftedness and talent; And as secondary objective: to consult the disciplines of the curricular matrices of the courses of Pedagogy researched and the plans of education, aiming to perceive what there is in relation to the subject of Special Education and giftedness and Talent. Therefore, this study was presented as an exploratory, descriptive and documental character. The research was carried out in three Institutes of High Education (IES) that had undergraduate courses in Pedagogy, a federal university, a state university of São Paulo and a private college. A total of 118 undergraduate students from the undergraduate degree course in Pedagogy of the three IES participated in the study, and a questionnaire was used with open and closed questions with the objective of knowing the profile of these undergraduates, conceptions and if they felt prepared to deal with gifted and talented students. In order to analyze the obtained results, triangulation of the documentary data collected from each IES and the answers of the questionnaires completed by the participating undergraduates were done. The results obtained demonstrated that in general, the three IES had similar characteristics, and it was found that the courses studied sought to meet the one proposed by Resolution CNE 1/2006 and offered at least one compulsory subject focused on Special Education. The same happened with the giftedness and talent, in which the IES researched, tried to demonstrate, even superficially, the giftedness and talent to their undergraduates. On the other hand, the knowledge of the students in relation to the giftedness and talent showed that most of them did not feel prepared to work with students with high potential and that their courses of Pedagogy did not emphasize the theme.
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spelling Souza, Amanda Rodrigues deRangni, Rosemeire de Araújohttp://lattes.cnpq.br/6399149504309769http://lattes.cnpq.br/835855316104869062c8bc82-5e63-4301-8ec1-88208b51940a2017-05-30T19:24:07Z2017-05-30T19:24:07Z2017-02-02SOUZA, Amanda Rodrigues de. Formação de pedagogos para a atuação com pessoas dotadas e talentosas. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8785.https://repositorio.ufscar.br/handle/ufscar/8785Inclusion policies and practices require new approaches and extensive teacher motivation, which determine to a large extent the success of the whole process. With the advent of special education targeting students in school, a dilemma was created in the type of initial training offered to these teachers, since most of them would not be prepared to attend these students, rather in specialized institutions or their Homes. In this sense, there is concern about formation for the subject of giftedness and talent, given that students with high capacity are targeted by Special Education and backed by legal provisions, which guarantee due educational attention to the full Development of their potentials and talents in an inclusive perspective. The main objective of this research was to verify and analyze the existence of the knowledge of undergraduates of Pedagogy in relation to the subject of giftedness and talent; And as secondary objective: to consult the disciplines of the curricular matrices of the courses of Pedagogy researched and the plans of education, aiming to perceive what there is in relation to the subject of Special Education and giftedness and Talent. Therefore, this study was presented as an exploratory, descriptive and documental character. The research was carried out in three Institutes of High Education (IES) that had undergraduate courses in Pedagogy, a federal university, a state university of São Paulo and a private college. A total of 118 undergraduate students from the undergraduate degree course in Pedagogy of the three IES participated in the study, and a questionnaire was used with open and closed questions with the objective of knowing the profile of these undergraduates, conceptions and if they felt prepared to deal with gifted and talented students. In order to analyze the obtained results, triangulation of the documentary data collected from each IES and the answers of the questionnaires completed by the participating undergraduates were done. The results obtained demonstrated that in general, the three IES had similar characteristics, and it was found that the courses studied sought to meet the one proposed by Resolution CNE 1/2006 and offered at least one compulsory subject focused on Special Education. The same happened with the giftedness and talent, in which the IES researched, tried to demonstrate, even superficially, the giftedness and talent to their undergraduates. On the other hand, the knowledge of the students in relation to the giftedness and talent showed that most of them did not feel prepared to work with students with high potential and that their courses of Pedagogy did not emphasize the theme.As políticas e as práticas de inclusão exigem novas abordagens e extensa motivação dos professores, os quais determinam, em grande parte, o êxito de todo o processo. Com o advento da inclusão de alunos público alvo da Educação Especial na escola, criou-se um dilema no tipo de formação inicial oferecido a esses professores, pois, a maioria deles não estaria preparada para atender esses alunos, antes em instituições especializadas ou em suas residências. Neste sentido, instala-se a preocupação com a formação para a temática da dotação e talento, tendo em vista que os alunos com capacidade elevada são público alvo da Educação Especial e respaldados pelos dispositivos legais, os quais garantem a devida atenção educacional para o pleno desenvolvimento de seus potenciais e talentos em uma perspectiva inclusiva. Desta feita, esta pesquisa teve como objetivo principal: verificar e analisar a existência do conhecimento dos graduandos em Pedagogia em relação à temática de dotação e talento; e como objetivo secundário: consultar as disciplinas das matrizes curriculares dos cursos de Pedagogia pesquisados e os planos de ensino, visando perceber o que há em relação à temática de Educação Especial e Dotação e Talento. Para tanto, este estudo se apresentou como sendo de natureza exploratória, de caráter descritivo e documental. A pesquisa se realizou em três Institutos de Educação Superior (IES) que possuíam Curso de Graduação em Pedagogia, uma universidade federal, uma universidade estadual paulista e uma faculdade particular. Participaram da pesquisa 118 estudantes do último ano do curso de graduação em Pedagogia das três IES e foi utilizado um questionário com questões abertas e fechadas com o objetivo de conhecer o perfil desses graduandos, concepções e se sentiam preparados para lidar com alunos com dotação e talento. Para análise dos resultados obtidos, efetuou-se a triangulação dos dados documentais coletados de cada IES e as respostas dos questionários preenchidos pelos graduandos participantes. Os resultados obtidos demonstraram que de maneira geral, as três IES apresentaram características muitos parecidas, constatando-se que os cursos pesquisados buscaram atender o proposto pela Resolução CNE 1/2006 e ofertaram pelo menos uma disciplina obrigatória voltada à área da Educação Especial. O mesmo ocorreu com a dotação e talento, em que as IES pesquisadas buscaram demonstrar, mesmo que superficialmente, a dotação e talento aos seus graduandos. Já o conhecimento dos graduandos em relação à dotação e talento mostrou que grande parte deles não se sentia preparada para atuação com alunos com alto potencial e que seus cursos de Pedagogia não deram ênfase à temática.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialDotaçãoTalentoCurso de PedagogiaFormação de professoresSpecial educationGiftednessTalentCourses of PedagogyCIENCIAS HUMANAS::EDUCACAOFormação de pedagogos para a atuação com pessoas dotadas e talentosasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline6003fb77af2-44c3-47fd-97f3-7f38c4a68f4cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissARS.pdfDissARS.pdfapplication/pdf2302875https://repositorio.ufscar.br/bitstream/ufscar/8785/1/DissARS.pdfc657847efff7b1dada91d4c1d7b0be72MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8785/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTDissARS.pdf.txtDissARS.pdf.txtExtracted texttext/plain329597https://repositorio.ufscar.br/bitstream/ufscar/8785/3/DissARS.pdf.txt3af4769bdd68d9a7aebb9ef60f3fd1bbMD53THUMBNAILDissARS.pdf.jpgDissARS.pdf.jpgIM Thumbnailimage/jpeg7324https://repositorio.ufscar.br/bitstream/ufscar/8785/4/DissARS.pdf.jpg3b142c0b32e3c645b8d610b22a42df02MD54ufscar/87852023-09-18 18:31:24.382oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:24Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Formação de pedagogos para a atuação com pessoas dotadas e talentosas
title Formação de pedagogos para a atuação com pessoas dotadas e talentosas
spellingShingle Formação de pedagogos para a atuação com pessoas dotadas e talentosas
Souza, Amanda Rodrigues de
Educação especial
Dotação
Talento
Curso de Pedagogia
Formação de professores
Special education
Giftedness
Talent
Courses of Pedagogy
CIENCIAS HUMANAS::EDUCACAO
title_short Formação de pedagogos para a atuação com pessoas dotadas e talentosas
title_full Formação de pedagogos para a atuação com pessoas dotadas e talentosas
title_fullStr Formação de pedagogos para a atuação com pessoas dotadas e talentosas
title_full_unstemmed Formação de pedagogos para a atuação com pessoas dotadas e talentosas
title_sort Formação de pedagogos para a atuação com pessoas dotadas e talentosas
author Souza, Amanda Rodrigues de
author_facet Souza, Amanda Rodrigues de
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/8358553161048690
dc.contributor.author.fl_str_mv Souza, Amanda Rodrigues de
dc.contributor.advisor1.fl_str_mv Rangni, Rosemeire de Araújo
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6399149504309769
dc.contributor.authorID.fl_str_mv 62c8bc82-5e63-4301-8ec1-88208b51940a
contributor_str_mv Rangni, Rosemeire de Araújo
dc.subject.por.fl_str_mv Educação especial
Dotação
Talento
Curso de Pedagogia
Formação de professores
topic Educação especial
Dotação
Talento
Curso de Pedagogia
Formação de professores
Special education
Giftedness
Talent
Courses of Pedagogy
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Special education
Giftedness
Talent
Courses of Pedagogy
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description Inclusion policies and practices require new approaches and extensive teacher motivation, which determine to a large extent the success of the whole process. With the advent of special education targeting students in school, a dilemma was created in the type of initial training offered to these teachers, since most of them would not be prepared to attend these students, rather in specialized institutions or their Homes. In this sense, there is concern about formation for the subject of giftedness and talent, given that students with high capacity are targeted by Special Education and backed by legal provisions, which guarantee due educational attention to the full Development of their potentials and talents in an inclusive perspective. The main objective of this research was to verify and analyze the existence of the knowledge of undergraduates of Pedagogy in relation to the subject of giftedness and talent; And as secondary objective: to consult the disciplines of the curricular matrices of the courses of Pedagogy researched and the plans of education, aiming to perceive what there is in relation to the subject of Special Education and giftedness and Talent. Therefore, this study was presented as an exploratory, descriptive and documental character. The research was carried out in three Institutes of High Education (IES) that had undergraduate courses in Pedagogy, a federal university, a state university of São Paulo and a private college. A total of 118 undergraduate students from the undergraduate degree course in Pedagogy of the three IES participated in the study, and a questionnaire was used with open and closed questions with the objective of knowing the profile of these undergraduates, conceptions and if they felt prepared to deal with gifted and talented students. In order to analyze the obtained results, triangulation of the documentary data collected from each IES and the answers of the questionnaires completed by the participating undergraduates were done. The results obtained demonstrated that in general, the three IES had similar characteristics, and it was found that the courses studied sought to meet the one proposed by Resolution CNE 1/2006 and offered at least one compulsory subject focused on Special Education. The same happened with the giftedness and talent, in which the IES researched, tried to demonstrate, even superficially, the giftedness and talent to their undergraduates. On the other hand, the knowledge of the students in relation to the giftedness and talent showed that most of them did not feel prepared to work with students with high potential and that their courses of Pedagogy did not emphasize the theme.
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-05-30T19:24:07Z
dc.date.available.fl_str_mv 2017-05-30T19:24:07Z
dc.date.issued.fl_str_mv 2017-02-02
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dc.identifier.citation.fl_str_mv SOUZA, Amanda Rodrigues de. Formação de pedagogos para a atuação com pessoas dotadas e talentosas. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8785.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/8785
identifier_str_mv SOUZA, Amanda Rodrigues de. Formação de pedagogos para a atuação com pessoas dotadas e talentosas. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8785.
url https://repositorio.ufscar.br/handle/ufscar/8785
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Câmpus São Carlos
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