A identificação de alunos com altas habilidades/superdotação na perspectiva de professores que atuam na educação básica
The general objective of this research is to investigate the process of identification and referral of students with a possible diagnosis of high abilities/ giftedness in the classroom through the perspective of Brazilian primary teachers in both public and private schools. The specific objectives o...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Repositório Institucional da PUC_SP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.pucsp.br:handle/42674 |
| Acesso em linha: | https://repositorio.pucsp.br/jspui/handle/handle/42674 |
| Access Level: | acceso abierto |
| Palavra-chave: | CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL Identificação de altas habilidades/superdotação Educação especial inclusiva Altas habilidades/superdotação High abilities/giftedness identification High Abilities/ Giftedness Special education |
| Resumo: | The general objective of this research is to investigate the process of identification and referral of students with a possible diagnosis of high abilities/ giftedness in the classroom through the perspective of Brazilian primary teachers in both public and private schools. The specific objectives of the research are: (1) to investigate the conceptions of class teachers regarding inclusive education; (2) to identify the conceptions and knowledge these teachers have regarding high abilities/ giftedness, seeking to comprehend how these perceptions influence the identification process; (3) to verify the existing instruments for observing and identifying these students in the classroom; (4) to investigate whether the teacher’s initial and continuous training has equipped them for this activity. In order to achieve these objectives, semi-structured interviews were held out with Brazilian primary school teachers who have already identified high abilities/ giftedness indicators in students in their classrooms. The data analysis reveals a gap in the initial and continuing training of teachers that hinders the process of identifying these students, revealing a need for investment in this training and in the development of public educational policies that ensure the appropriate identification and systematic assistance of children with high abilities/ giftedness |
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