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Respostas Educativas Geniais para Pequenos Génios
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| 1.3 MB | Adobe PDF |
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Abstract(s)
Atualmente, abordar a temática da sobredotação tornou-se mais acessível. Porém, devido à panóplia de conceitos criados por inúmeros investigadores das áreas da Educação e da Psicologia, ainda não existe um significado consensual a atribuir a este conceito tão vasto e complexo.
Este projeto de investigação objetivou enunciar conceções dos professores das evidências comportamentais de crianças sobredotadas, identificar práticas educativas desenvolvidas com estas crianças e compreender as barreiras que poderão existir no processo de ensino e de aprendizagem destas crianças.
Atendendo aos propósitos deste projeto, a parte teórica centra-se na evolução do conceito de sobredotação, na caraterização das crianças sobredotadas, na sua identificação e na intervenção educativa junto das mesmas.
Relativamente à componente empírica, as grandes questões em torno deste estudo são “Quais são as conceções que os professores do 1.º Ciclo do Ensino Básico têm das crianças sobredotadas?” e “Quais são as adequações pedagógicas realizadas em contexto de sala de aula pelos professores do 1.º Ciclo do Ensino Básico quando têm nas suas turmas um aluno sobredotado?”. No âmbito deste estudo, foram realizadas entrevistas a 13 professores do 1.º Ciclo do Ensino Básico com experiência profissional superior a 5 anos. As entrevistas semiestruturadas realizadas aos professores do 1.º Ciclo tiveram como suporte um guião previamente elaborado, com base nas informações recolhidas através da análise da literatura relacionada com a temática em estudo. Após análise e discussão dos resultados inferiu-se que os inquiridos carecem de formação e informação na área da sobredotação.
Em Portugal, a sobredotação tem sido alvo de um crescente interesse por parte da comunidade científica. Contudo, é essencial existir uma reorientação das intenções educativas para que estas crianças usufruam de um sistema educativo inclusivo.
Actually, approaching the subject of giftedness has become more accessible. However, due to the panoply of concepts created by numerous researchers in the fields of Education and Psychology, there is still no consensual meaning to be attributed to this vast and complex concept. This research project had the objective to enunciate teachers’ conceptions of the behavioral evidence of gifted children, to know the educational practices developed with these children and to show the obstacles that may exist in the teaching and learning process of these children. Given the purposes of this project, the theoretical part focuses on the evolution of the concept of gifted children, the characterization of gifted children, their identification and educational intervention with them. Regarding the empirical component, the main questions around this study are "What are the conceptions that teachers of the 1st Cycle of Basic Education have of gifted children?" and "What are the pedagogical adaptations carried out in a classroom context by teachers of the 1st Cycle of Basic Education when they have in their classes a gifted student? As part of this study, interviews were carried out with 13 Primary School teachers with professional experience of over 5 years. The semi-structured interviews carried out with teachers from the 1st Cycle were based on a previously prepared script, based on information gathered through the analysis of literature related to the subject under study. After analysis and discussion of the results, it emerged that the respondents lacked training and information in the area of giftedness. In Portugal, giftedness has been the subject of increasing interest from the scientific community. Nevertheless, it is essential to have a reorientation of educational intentions so that these children can enjoy an inclusive educational system.
Actually, approaching the subject of giftedness has become more accessible. However, due to the panoply of concepts created by numerous researchers in the fields of Education and Psychology, there is still no consensual meaning to be attributed to this vast and complex concept. This research project had the objective to enunciate teachers’ conceptions of the behavioral evidence of gifted children, to know the educational practices developed with these children and to show the obstacles that may exist in the teaching and learning process of these children. Given the purposes of this project, the theoretical part focuses on the evolution of the concept of gifted children, the characterization of gifted children, their identification and educational intervention with them. Regarding the empirical component, the main questions around this study are "What are the conceptions that teachers of the 1st Cycle of Basic Education have of gifted children?" and "What are the pedagogical adaptations carried out in a classroom context by teachers of the 1st Cycle of Basic Education when they have in their classes a gifted student? As part of this study, interviews were carried out with 13 Primary School teachers with professional experience of over 5 years. The semi-structured interviews carried out with teachers from the 1st Cycle were based on a previously prepared script, based on information gathered through the analysis of literature related to the subject under study. After analysis and discussion of the results, it emerged that the respondents lacked training and information in the area of giftedness. In Portugal, giftedness has been the subject of increasing interest from the scientific community. Nevertheless, it is essential to have a reorientation of educational intentions so that these children can enjoy an inclusive educational system.
Description
Keywords
Sobredotação, habilidades excecionais, inclusão, diferenciação curricular, práticas pedagógicas. Giftedness, exceptional skills, inclusion, curricular differentiation, pedagogical practices.