Enriquecimento curricular: sistemas de ensino e atendimento aos alunos com altas habilidades ou superdotação

• Ano de defesa: 2024
• Autor(a) principal: Nogueira, Amanda Maria de Araujo
• Orientador(a): Rangni, Rosemeire de Araújo
• 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
• Palavras-chave em Português: Educação especial; Altas habilidades; Superdotação; Enriquecimento; Atendimento educacional especializado
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20464

Gifted students are the ones who demonstrate ability about average compared to their peers in academic, creative, psycomotor, arts or leadership areas; outstanding creativity and great envolvement with tasks. The attention focused on these students enrolled in regular education schools allows to see that there are a few initiatives on guide, pedagogical support or enrichment guaranteed by Brazilian legislation. One of the forms of attention is the enrichment, which presents as a challenge because it envolves to know the students, their preferences and particularities in order to develop a teaching-learning proposal, in fact, to adapt to them. From this perspective, the research had the general objective of studying and analyzing the curricular enrichment offered by three Education Departments in the inland of the state of São Paulo, Brazil, for gifted students. The study was qualitative, descriptive, and a case study. Three Education Departments (Jaú, São Carlos, São José do Rio Preto) and 42 education professionals participated in the research, including 03 teaching principals, 02 supervisors, 01 administrative director, 10 managers and 26 teachers. The results were: i) few students are identified in the schools, compared to the rates indicated in the literature; ii) despite the rigths to specialized attention, students registered as gifted in those departments do not receive pedagogical actions for their skills or support materials and resources; iii) there is a lack of training on giftedness among participants, because the answers of the source of knowledge about the theme from them were varied; and iv) participants unknow the enrichment, but there were teachers who stated to provide specialized support to the students; v) the review of both national and international literature showed similarities that the gifted students are little recognized and supported in their school enviroments; and vi) students, specifically in the state of São Paulo, need to receive their educational and legal rights. I hope this research will provide the attentive view of the part of managers and educators.