Altas habilidades ou superdotação - AH/S: percepções de docentes em escolas estaduais de Goiás

• Ano de defesa: 2023
• Autor(a) principal: Silva, Vânia Vieira
• Orientador(a): Silva, Yara Fonseca de Oliveira e
• Banca de defesa: Silva, Yara Fonseca de Oliveira e, Castro, Raimundo Márcio Mota de, Medeiros, Jucélia Linhares Granemann de, Jesus, Edna Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
• Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
• País: Brasil
• Palavras-chave em Português: Educação inclusiva - Invisibilidade; Educação inclusiva; Atendimento Educacional Especializado - AEE; Formação Continuada de Professores
• Palavras-chave em Inglês: Inclusive education - Invisibility; Inclusive education; Specialized Educational Service - AEE; Continuing Teacher Training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1300

This study is linked to the Research Line: Education, School and Technologies, Thematic Axis: Teacher Training - Pedagogical Practices, of the Stricto Sensu Interdisciplinary Graduate Program in Education, Language and Technologies - PPG-IELT, of the State University of Goiás - UEG. This research is limited to the context of inclusive education and aimed to analyze the perceptions of teachers[1] participants who work in the Specialized Educational Service - AEE in state schools of Goiás, within the scope of the State Department of Education of Goiás - SEDUC / GO, about the High Abilities or Giftedness - AH/S and (their) work with the student with this specificity. To this end, the problematizing question was used: what perceptions do the teachers who work in the AEE of state schools in Goiás have about AH/S and about (their) work developed with this public? This study was developed through a literature review on the theme of AH/S, which was based mainly on the studies of authors such as Gardner (1995, 1999, 2000); Renzulli (1978, 1996, 1997, 2004, 2014,); Sternberg (1985a, 1996, 1997, 2003, 2004); Vygotsky (1994, 1995, 2010) and Winner (1998). Regarding the theoretical contribution on the theme of the work of the professors, the discussions of scholars were presented, such as Clot (2007, 2010); Marx (1980); Schwartz (2003, 2008) and Tardif (2002, 2009). A documentary research was also carried out with SEDUC/GO and the Center for Activities of High Abilities or Giftedness – NAAH/S, in addition to the analysis of legal provisions related to the theme. Finally, to give concreteness to the study, a field research was conducted, anchored in a qualitative approach, of an exploratory nature, regarding its objectives, and based on a critical analysis. It had the participation of seven (7) teachers from public schools in the state of Goiás, who were selected according to the AEE offer to students with AH/S behavior and a semi-structured script for conducting the interviews. The instruments were applied remotely in the cities of Aparecida de Goiânia, Bonfinópolis, Ceres, Goiânia, Itumbiara and Pires do Rio. For this demand, the digital tools Google Forms (TCLE and questionnaire) and Google Meet (interviews) were used. The theoretical contribution showed the knowledge related to the context of Special/Inclusive Education, with emphasis on AH/S, being possible to verify the problem of invisibility and negligence with which the theme has always been treated. The results of the analysis of the perceptions of the participants of the empirical research indicate that the fact that they are apt, both in the legal and theoretical aspects, does not guarantee that these teachers are really prepared to provide a service that contemplates the real needs of the student with AH/S behavior, including the promotion of visibility to this public. Therefore, it is concluded that the full exercise of the magisterium transcends the legal and formation aspects. In addition to these, many other aspects discussed in the research, such as pedagogical, bureaucratic, professional, personal, and human and many other aspects affect this controversy.