Estudo comparativo das percepções dos professores, pesquisadora, familiares e colegas acerca de alunos com indicadores de altas habilidades/ superdotação: o caso de uma escola pública no Município de Fortaleza

Abstract

The literature has pointed out that most people with high abilities / giftedness (AH / G) does not receive appropriate educational provision according to their specificities. In this scenario, beliefs and myths that hinder the identification of this phenomenon prevail. This investigation stood in the methodological guidelines of collaborative research. This article presents a comparative study of the perceptions of family members, former and current teachers, researcher and classmates, about the characteristics of students with AH/G indicators from a public school in Fortaleza. The sample was made up initially by 865 students and 33 education professionals. According to the criteria of the instruments used, 19 teachers had signalled 64 students with AH / G indicators. Educational assessment and intervention proposes for eight of these students were performed. Data analyses on the comparative study about the subject characteristics were obtained in accordance with the interpretive categories that emerged from the analysis of the speeches of his family, former and current teachers. By identifying these categories, the perceptions of classmates and researcher were grouped and compared. It was observed that the three components necessary to identify HA / G – above average ability, creativity and involvement in the activities of their interest, as expose Renzulli (1978) and the multifactorial model of giftedness of Mönks (2000) – were the most cited categories in the perceptions of teachers, researcher, family and colleagues, the results were, in most converged, except the category creativity that was less marked by family members of individuals.