Alunos precoces com indicadores de altas habilidades/superdotação no Ensino Fundamental I: identificação e situações (des)favorecedoras em sala de aula
Carregando...
Arquivos
Data
2013-12-18
Autores
Martins, Bárbara Amaral [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os alunos com altas habilidades/superdotação (AH/SD) estão entre aqueles que apresentam necessidades educacionais especiais, sujeitos da Educação Especial. No entanto, esse grupo não tem recebido a devida atenção no decorrer de nossa história e, embora as pesquisas na área das AH/SD estejam em um estágio de constante ascensão, há um subgrupo ainda pouco investigado: o aluno precoce. A precocidade é entendida como a antecipação do processo de desenvolvimento de certas habilidades, as quais podem localizar-se nas mais diversas áreas, como linguagem, matemática, música, arte, entre outras. Essa precocidade tanto pode significar uma prematuridade temporária, de modo que a criança venha a se equiparar aos colegas de mesma idade, com o decorrer do tempo, como pode ser um indicador de superdotação. Todavia, a dificuldade de distinguir se a precocidade apresentada nos primeiros anos é passageira ou sinalizadora de potencialidade superior traz a necessidade de reconhecimento e incentivo aos alunos precoces, a fim de que suas habilidades não sejam desperdiçadas por falta de estímulos. Além disso, o distanciamento da média ocasiona necessidades diferenciadas, que, quando negligenciadas pelo ambiente escolar, podem resultar em problemas motivacionais e de ajustamento; contudo, o reconhecimento dessas necessidades perpassa pelo processo de identificação, o qual depende, em grande parte, do conhecimento de seus professores. Assim sendo, esta pesquisa teve por objetivo contribuir para a identificação de crianças precoces nas salas de aula do Ensino Fundamental I e, para isso, nos propusemos identificar comportamentos e desempenhos indicadores de precocidade, bem como situações de sala de aula que (des)favorecem a manifestação da precocidade; verificar se esses alunos apresentam características de AH/SD constantes na literatura e elaborar um manual de orientação para que...
High abilities and exceptionally gifted learners are among those who have special educational needs, the Special Education subjects. However, that group has not received the due attention along our history and, despite research in that field is continuously increasing, there is a poorly investigated subgroup: the precocious learner. The precocity is understood as the early start in developing certain skills located in several areas, such as language, mathematics, music, art, and so on. It can mean both temporary prematurity, so the child will be equal to same aged-peers as the time goes by, and a giftedness indicator. However, the difficulty of distinguishing the precocity in early years as fleeting or a higher capability claims for recognition and encouragement to the precocious learners in order to their skills are not wasted without stimuli. Otherwise, the alienation triggers for different needs that can result in adjustment and motivational problems when neglected by the school environment. Nevertheless, the needs recognition of those students must be first identified by teachers. In this way, this research aims to contribute to identify precocious children in Elementary Education I classrooms both analyzing behavior and performance that suggest precocity and classroom situations that favor/disfavor that precocity manifestation, as well as verifying if those students show high abilities/giftedness sustained in literature, and preparing a guidance booklet for teachers better identify precocious learners. Three precocious students in reading and writing along with their parents participated in the study. Data were obtained by observing school routine and interviews with their carers. Data were qualitatively analyzed and results have indicated that the precocious students were different both in performance and in behavior from their peers, besides they have had some characteristics of high...
High abilities and exceptionally gifted learners are among those who have special educational needs, the Special Education subjects. However, that group has not received the due attention along our history and, despite research in that field is continuously increasing, there is a poorly investigated subgroup: the precocious learner. The precocity is understood as the early start in developing certain skills located in several areas, such as language, mathematics, music, art, and so on. It can mean both temporary prematurity, so the child will be equal to same aged-peers as the time goes by, and a giftedness indicator. However, the difficulty of distinguishing the precocity in early years as fleeting or a higher capability claims for recognition and encouragement to the precocious learners in order to their skills are not wasted without stimuli. Otherwise, the alienation triggers for different needs that can result in adjustment and motivational problems when neglected by the school environment. Nevertheless, the needs recognition of those students must be first identified by teachers. In this way, this research aims to contribute to identify precocious children in Elementary Education I classrooms both analyzing behavior and performance that suggest precocity and classroom situations that favor/disfavor that precocity manifestation, as well as verifying if those students show high abilities/giftedness sustained in literature, and preparing a guidance booklet for teachers better identify precocious learners. Three precocious students in reading and writing along with their parents participated in the study. Data were obtained by observing school routine and interviews with their carers. Data were qualitatively analyzed and results have indicated that the precocious students were different both in performance and in behavior from their peers, besides they have had some characteristics of high...
Descrição
Palavras-chave
Crianças superdotadas, Ensino fundamental -, Educação especial
Como citar
MARTINS, Bárbara Amaral. Alunos precoces com indicadores de altas habilidades/superdotação no Ensino Fundamental I: identificação e situações (des)favorecedoras em sala de aula. 2013. 238 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2013.