Avaliação e intervenção pedagógica para alunos com indicadores de altas habilidades/superdotação na perspectiva da educação inclusiva

Abstract

The assessment of students with high abilities/gifted (HA/G), as the literature states, has pointed out that the identification of these individuals requires appropriate training of the professionals involved in order to avoid misunderstandings in the process. Once, despite of many common features found in people with HA/G, varied abilities and skills have been presented, demonstrated in different proportions, through their performances. Despite the legal guarantees of Educational Service Specialized (ESS) for students with HA/G, the presence of myths and prejudices has made significant obstacles to the educational provisions focused on the needs of these clients. We adopt as a methodological approach the collaborative research of qualitative nature. We aimed, in general, to analyze the implementation of assessment and pedagogical intervention procedures for students with HA/G indicators in common classroom and in the Multifunctional Resource Room (MRR). We aimed specifically: i) to describe the identification, evaluation and intervention of the MRR teacher in the ESS for students with HA/G indicators; ii) to identify the socio-emotional characteristics of students with HA/G indicators submitted to curriculum enrichment activities; iii) to conduct a comparative study of the family members, former and present teachers, researcher and classmates perceptions about the characteristics of students with HA/G indicators. The sample was initially composed of 865 students and 33 education professionals. According to the criteria of the instruments used 19 teachers have signalled 64 students who had HA/G indicators. We perform assessment and educational intervention proposals for eight of these students. The analysis of the data, for the comparative study on the characteristics of students with HA/G indicators were obtained according to the interpretive categories that emerged from the analysis of the speeches of their families and former and present teachers. After identifying these categories the perceptions of classmates and researcher were grouped and compared. The results showed, mostly convergences between the perceptions of respondents on the subjects. Regarding specifically to the components necessary for the identification of people with HA/G, according to the theory of the three rings (RENZULLI, 1978) and the Mönks gifted multifactorial model (2000), the results were mostly converged, except the category creativity that was less marked by the families of subjects. Also according to these theoretical foundations, individual analyzes of the characteristics of the eight participating students of intervention proposed in MRR, confirmed the presence of HA/G components in 62.5% of the sample. We conclude that the lack of public policies for the education of students with HA/G could be alleviated by investing in the continuing education of professionals in the schools. Proposals for identification, pedagogical intervention and evaluation of students with HA/G, implemented in this study showed that alternative actions such as continuing education, using collaborative environments online, in semi-distance courses, and also the implementation of strategies pedagogical available in the literature, may be inserted into our schools to significantly advance in this area with little investment in our country.