As inteligências múltiplas como teoria necessária nas escolas para formação integral dos educandos: uma proposição a partir de estudo de caso no 3º ano do Ensino Fundamental

Abstract

This monograph seeks to approach the Theory of Multiple Intelligences as a necessary basis for the integral development of the child, starting from the school point of view, that is, it seeks to show this theory as a strategy of significant use by schools for a better learning of students. With this, we seek to deepen the studies related to this theory and review the development of intelligence in childhood, in addition to analyzing the situation in which the school scenario is found. The referred research is qualitative and had as methodologies used: bibliographic studies in which Gardner thinkers (1995; 1999) take as their main theoretical basis; Piaget (1999) and Pulaski (1986), among other authors, who with their studies contributed a lot to make this work possible; the field research that was carried out in a public school in Fortaleza, where the routine observations of a class of 3rd year of elementary school were made during two days of the week, in a period of approximately two months; and to conclude the research, a semi-structured interview was conducted with the conducting teacher A. . And finally, this work was constituted through the analysis of what had been studied and observed, achieving results that point out the Theory of Multiple Intelligences as a collaborative and significant study for the integral development of children, showing the positivity of its application in institutions teaching in the learning process.