Navegando por Assunto "High abilities/giftedness"

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Acesso aberto (Open Access)
Altas habilidades/superdotação e o ensino de ciências: reflexões sobre a inclusão na educação básica
(Universidade Federal do Pará, 2023-05-05) FERREIRA, Osmarina Ferreira e; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296
Aiming to contribute to discussions about High Abilities/Giftedness-AH/SD, within the scope of continuing teacher training, this research aims to reflect on the inclusion of students with High Abilities/Giftedness in the common classroom, initial years of elementary school, in schools in the Municipal Education – SEMEC in Abaetetuba PA. The research has a qualitative-quantitative approach in the Case Study modality, and included theoretical support on the themes of High Skills/Giftedness, Science Teaching and Teacher Training, in addition to official Guidance documents on the National Inclusive Education Policy and the Science Teaching in Brazil. The research sought to discuss High Abilities/Giftedness, its trajectory, conceptualization and identification, as well as the cognitive and socio-affective characteristics of these certain students, outlining a reflection on teacher training and its importance in the process of building an inclusive educational system. Likewise, it sought to articulate science teaching and the methodological possibilities for meeting the educational needs of students with AH/DS. To prepare the research data, a seminar was held to discuss the topic in question, during which questionnaires were administered to teachers working in the first years of basic education, in addition to recording their opinions. The purpose was to support reflections and expand knowledge about the theme, as well as drive improvements in educational practices and the effective inclusion of these students in the school environment. An e-book entitled “High Skills/Giftedness: a pedagogical approach in Science Teaching” was created, targeting teachers, coordinators and managers of basic education. During this study, it was found that, within the scope of teacher training in Brazil, this theme is still a challenge to be overcome, as it has not been a priority in continuing teacher training policies, still causing many gaps with regard to effective inclusion of these subjects in educational environments. It is expected that the educational product can expand discussions on the topic, encourage new studies and serve as guidance in teaching and research, in order to contribute to the recognition of the characteristics and singularities of people with HA/DS.
Acesso aberto (Open Access)
PROAHS: protocolo de identificação de discentes com indicadores de altas habilidades/superdotação no ensino superior
(Universidade Federal do Pará, 2024-01-29) REIS, Grasiano Vieira; MARINHO, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
The research aimed to develop a protocol to contribute to the identification of students with indicators of high abilities/giftedness in higher education. This proposal arose from the need for protocols to identify students with indicators of high skills/giftedness in higher education, which can contribute to the creation of records for this special education audience by universities, based on the Accessibility Centers, as already pointed out in National Education Guidelines and Bases Law (LDBEN) – Law No. 9,394, of 1996 (Brazil, 1996). The epistemological bases for the research were the theories that support protocols for identifying high abilities/giftedness. The main theory of the research and educational product is Renzulli's Three Ring Model (1986). The methodology is exploratory with a qualitative nature. The educational product is a protocol, called “PROAHS: Protocol for identifying students with indicators of High Skills/Giftedness in Higher Education”, created in the format of a Portable Document Format (PDF) for presentation and availability. The platform used to create the product was Canva. The Design thinking approach was used as part of the methodological process for creating the product. The steps and content of the protocol are based on Renzulli's Three Ring Model (1986). The forms used were created and adapted from models aimed at Basic Education, since it was identified that there were no protocols for the public studied in this research in Higher Education. The protocol is organized as follows: the initial part provides a contextualization of Accessibility Cores, high abilities/giftedness and Renzulli's Three Rings Theory. After the topics, there are the five steps listed for the student identification process. The validation of the product was carried out with 06 coordinators from the Accessibility Center in the North Region and 01 coordinator from the High Skills/Giftedness Activity Center in Pará. The result pointed to the Accessibility Centers as one of the possible spaces to use the product, which it was also considered as a viable alternative for the initial identification of students in higher education institutions. Thus, the protocol is another tool to help education professionals, which aims to guarantee the right to educational assistance for students with high skills/giftedness in Higher Education, Special Education audiences.