Avaliação educacional diagnóstica do talento: por uma abordagem multidimensional

Abstract

At educational institutions, according to the design of exams, the pedagogical practices prioritize intellectual performance instead of a variety of talents. Concerning the talented students’ educational needs, it is important to properly identify and propose curriculum enrichment activities at school. We estimate 25% of talented people distributed in the world population – among men and women from all social segments, all beliefs – which indicates the participation of hereditary factors. However, without environmental stimulation, no talent can be developed. The talented students’ education is justified by an individual perspective, because each one has the right to develop his/her potentialities, as well as by a social perspective, in order to use human capacities in a socially productive way. Fleith (2001), Feldhusen (1992), Luckesi (2006), Viana (2005) and Renzulli (1984, 1986), among others that point out the importance of an educational diagnostic evaluation of talent, proposed a theoretical framework to this study. The main purpose of this paper is to think about talent’s identification, from IQ tests to classroom observation by teachers. Specifically, it aims: i) describing characteristics and types of talents; ii) using an educational diagnostic evaluation of talent as an alternative to IQ tests. Not only traditional verbal and mathematical abilities should be considered, but also characteristics such as independence of thought and judgment, curiosity, persistence and self-confidence. Key-words: