Contribuições do enriquecimento tipo I para o desenvolvimento cognitivo, acadêmico e social de estudantes com altas habilidades/superdotação
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Data
2020-02-27
Autores
Mendonça, Lurian Dionizio
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os estudantes com altas habilidades/superdotação apresentam capacidade intelectual acima da média, grande comprometimento com as tarefas e altos níveis de criatividade. Por conta de suas características, necessitam de programas diferenciados de ensino e aprendizagem e, as atividades de enriquecimento curricular são uma das alternativas educacionais previstas para esses estudantes. Pretendeu-se na presente pesquisa investigar as contribuições das atividades de enriquecimento curricular no desenvolvimento cognitivo, escolar e social de estudantes identificados com altas habilidades/superdotação. Levantou-se a hipótese de que, se essas atividades forem bem estruturadas e organizadas de acordo com os interesses e aptidões dos estudantes, serão capazes de favorecer seu desenvolvimento cognitivo, acadêmico e social. Para testá-la, a pesquisa foi dividida em três estudos. O Estudo 1 buscou descrever as atividades de enriquecimento curricular vivenciadas por estudantes identificados com altas habilidades/superdotação em um projeto de extensão e, também, a percepção dos estudantes, pais e professores sobre elas. Para isso, foram elaborados questionários e protocolos que foram respondidos pelos estudantes, seus pais e professores, a respeito das atividades vivenciadas por eles, após a identificação. O Estudo 2 descreveu e comparou o desempenho cognitivo e acadêmico desses estudantes, antes e depois de frequentarem por pelo menos um ano, atividades de enriquecimento curricular. Utilizou-se o Teste das Matrizes Progressivas Coloridas de Raven, a Escala Wechsler de Inteligência (WISC-IV) e o Teste de Desempenho Escolar (TDE). O Estudo 3 procurou descrever e comparar as características comportamentais e as habilidades sociais dos estudantes antes e depois de participarem de atividades de enriquecimento. Utilizou-se o Questionário de Capacidades e Dificuldades (SDQ) e o Sistema de Avaliação de Habilidades Sociais (SSRS), tendo como informantes, os próprios estudantes, seus pais e professores. Como resultados verificou-se no Estudo 1 que os estudantes participaram de poucas atividades de enriquecimento e nenhuma delas foram organizadas conforme o interesse e as habilidades dos estudantes e, em sua maioria, consistiram em atividades exploratórias. No Estudo 2, foram encontradas pontuações maiores nos três testes aplicados (Raven, WISC e TDE), mas não foi possível atribuir essa melhora somente as atividades de enriquecimento curricular. No Estudo 3 observou-se um bom repertório de habilidades sociais e poucos problemas de comportamento nesses estudantes, mas não houve uma melhora significativa na segunda avaliação. Como limitações, apontou-se: a) o fato das atividades de enriquecimento curricular terem ficado apenas no nível exploratório, não terem sido planejadas de acordo com os interesses e as necessidades dos estudantes e nem versarem sobre o ensino formal de habilidades sociais; b) o tamanho reduzido da amostra e, c) a falta de um grupo controle para comparar os resultados. Como pontos fortes, constata-se que existem poucas pesquisas sobre os atendimentos ofertados aos estudantes com altas habilidades/superdotação, principalmente no que diz respeito a seus resultados, assim como, os estudos que buscam descrever suas características socioemocionais. Com esse estudo, espera-se que os resultados forneçam subsídios para a realização de outras pesquisas, fomentando a reflexão e ampliando ações e serviços com o intuito de melhorar e expandir as oportunidades de atendimento aos estudantes com altas habilidades/superdotação.
Students with giftedness have above average intellectual capacity, great commitment to tasks and high levels of creativity. Because of their characteristics, they need differentiated teaching and learning programs, and curriculum enrichment activities are one of the educational alternatives foreseen for these students. The aim of this research was to investigate the contributions of curriculum enrichment activities to the cognitive, school and social development of students identified with giftedness. The hypothesis was raised that, if these activities are well structured and organized according to the interests and aptitudes of students, they will be able to favor their cognitive, academic and social development. To test it, the research was divided into three studies. Study 1 sought to describe the curriculum enrichment activities experienced by students identified with giftedness in an extension project and the perception of students, parents and teachers about them. To this end, questionnaires and protocols were prepared and answered by students, their parents and teachers, regarding the activities they experienced, after identification. Study 2 described and compared the cognitive and academic performance of these students, before and after attending curriculum enrichment activities for at least one year. Raven's Progressive Color Matrix Test, the Wechsler Intelligence Scale (WISC-IV) and the School Performance Test (TDE) were used. Study 3 sought to describe and compare students' behavioral characteristics and social skills before and after participating in enrichment activities. The Strengths and Difficulties Questionnaire (SDQ) and the Social Skills Rating System (SSRS) were used, with the students, their parents and teachers as informants. As a result, it was found in Study 1 that the students participated in few enrichment activities and none of them were organized according to the students' interests and skills and, for the most part, consisted of exploratory activities. In Study 2, higher scores were found in the three tests applied (Raven, WISC and TDE), but it was not possible to attribute this improvement to only curriculum enrichment activities. In Study 3, there was a good repertoire of social skills and few behavior problems in these students, but there was no significant improvement in the second assessment. As limitations, it was pointed out: a) the fact that curricular enrichment activities were only at the exploratory level, were not planned according to the interests and needs of the students, nor did they deal with formal teaching of social skills; b) the small sample size and, c) the lack of a control group to compare the results. As strengths, it appears that there is little research on the services offered to students with giftedness, especially about their results, as well as studies that seek to describe their socio-emotional characteristics. With this study, it is expected that the results will provide subsidies for carrying out other research, fostering reflection and expanding actions and services in order to improve and expand the opportunities for attending students with giftedness.
Students with giftedness have above average intellectual capacity, great commitment to tasks and high levels of creativity. Because of their characteristics, they need differentiated teaching and learning programs, and curriculum enrichment activities are one of the educational alternatives foreseen for these students. The aim of this research was to investigate the contributions of curriculum enrichment activities to the cognitive, school and social development of students identified with giftedness. The hypothesis was raised that, if these activities are well structured and organized according to the interests and aptitudes of students, they will be able to favor their cognitive, academic and social development. To test it, the research was divided into three studies. Study 1 sought to describe the curriculum enrichment activities experienced by students identified with giftedness in an extension project and the perception of students, parents and teachers about them. To this end, questionnaires and protocols were prepared and answered by students, their parents and teachers, regarding the activities they experienced, after identification. Study 2 described and compared the cognitive and academic performance of these students, before and after attending curriculum enrichment activities for at least one year. Raven's Progressive Color Matrix Test, the Wechsler Intelligence Scale (WISC-IV) and the School Performance Test (TDE) were used. Study 3 sought to describe and compare students' behavioral characteristics and social skills before and after participating in enrichment activities. The Strengths and Difficulties Questionnaire (SDQ) and the Social Skills Rating System (SSRS) were used, with the students, their parents and teachers as informants. As a result, it was found in Study 1 that the students participated in few enrichment activities and none of them were organized according to the students' interests and skills and, for the most part, consisted of exploratory activities. In Study 2, higher scores were found in the three tests applied (Raven, WISC and TDE), but it was not possible to attribute this improvement to only curriculum enrichment activities. In Study 3, there was a good repertoire of social skills and few behavior problems in these students, but there was no significant improvement in the second assessment. As limitations, it was pointed out: a) the fact that curricular enrichment activities were only at the exploratory level, were not planned according to the interests and needs of the students, nor did they deal with formal teaching of social skills; b) the small sample size and, c) the lack of a control group to compare the results. As strengths, it appears that there is little research on the services offered to students with giftedness, especially about their results, as well as studies that seek to describe their socio-emotional characteristics. With this study, it is expected that the results will provide subsidies for carrying out other research, fostering reflection and expanding actions and services in order to improve and expand the opportunities for attending students with giftedness.
Descrição
Palavras-chave
Altas habilidades, Superdotação, Atividades de enriquecimento, Comportamentos socioemocionais, Educação especial, High ability, Gifted, Enrichment activities, Socio-emotional behaviors, Special education