Enriquecimento curricular para alunos com altas habilidades/superdotação no ensino médio: práticas de leitura
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Data
2018-12-07
Autores
Duarte, Andréia Alexandre da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As práticas de leitura no Ensino Médio, somadas à presença dos alunos com altas habilidades/superdotação na sala comum, impõem importantes desafios às escolas na contemporaneidade. Frente às mudanças ocorridas no panorama educacional nas últimas décadas, essa parcela de estudantes tem garantido o direito de acesso às práticas pedagógicas que os instiguem a ser produtores criativos, com ambientes favoráveis para seu pleno desenvolvimento. Desse modo, há necessidade de trabalhar com práticas de leitura tendo em vista esse público, uma vez que o processo de inclusão tem requerido atividades que atendam a todos. Nesse contexto, surgem as questões que norteiam este trabalho: há práticas educativas acolhedoras e enriquecidas na escola, para garantir o acesso e permanência com qualidade de ensino/aprendizagem para os alunos com altas habilidades/superdotação? E as práticas de leitura? São elas adequadas e voltadas para esse público? Como poderiam ser? Trata-se de uma pesquisa descritiva-documental, de cunho qualitativo que objetiva elaborar um material pedagógico para ser utilizado na sala comum, na Sala de Leitura da Secretaria da Educação do Estado São Paulo ou em outro ambiente, visando a ampliar as possibilidades de adequações das práticas de leitura para todos os alunos; garantir o acesso a um currículo enriquecido e ofertar atividades que estimulem a criatividade e despertem interesse dos educandos. O estudo foi divido em três etapas, sendo a primeira constituída por uma pesquisa documental, objetivando compilar as propostas presentes no material do Programa Sala de Leitura. Para seu desenvolvimento, primeiramente foram localizados, descritos e catalogados os materiais disponíveis e, posteriormente, ocorreu a fundamentação teórica das proposições e a análise da efetividade dessas atividades frente ao aluno público-alvo da Educação Especial com altas habilidades/superdotação. Na segunda etapa, foram registradas as possíveis propostas para o enriquecimento curricular à luz da teoria Renzulliana. Na terceira, foram elaboradas as atividades de leitura e, em seguida, compiladas em um site apresentado como produto educacional, uma vez que há necessidade de mais práticas pedagógicas para o Ensino Médio objetivando tornar esse público mais visível e com um direito a um processo educativo de qualidade. Quanto ao produto educacional desenvolvido, espera-se que o professor utilize esse material, proporcione ao seu alunado práticas desafiadoras, atenda às necessidades peculiares de cada um e maximize o potencial de todos, tornando a escola inclusiva.
Reading practices in High School, coupled with the presence of students with high skills/gifting in the common classroom, impose important challenges to schools in the contemporary world. Faced with the changes that have occurred in the educational landscape in the last decades, this portion of students has guaranteed the right of access to pedagogical practices that instigate them to be creative producers with favorable environments for their full development. Thus, there is a need to work with reading practices in view of this public, since the inclusion process has required activities that meet all. In this context, the questions that guide this work direct: are there educational practices that are welcoming and enriched in the school, in order to guarantee access and permanence with quality teaching/learning for students with high skills/giftedness? What about reading practices? Are they appropriate and targeted to this audience? How could they be? This is a descriptive-documentary research, with a qualitative character that aims to elaborate a pedagogical material to be used in the common room, in the Reading Room Program of the State Department of Education of São Paulo State or in another environment, in order to expand the possibilities of adaptations of reading practices for all students; guarantee access to an enriched curriculum and offer activities that stimulate creativity and arouse students' interest. The study was divided in three stages, the first one consisted of a documentary research, aiming to compile the proposals present in the material of the Program of Reading Room. For its development, the available materials were first located, described and cataloged, and later, the theoretical basis of the propositions and the analysis of the effectiveness of these activities in front of the target public student of the Special Education with high skills/giftedness occurred. In the second stage, the possible proposals for curricular enrichment were registered in the Renzullian theory. In the third one, the reading activities were elaborated and then compiled in a site presented as an educational product, since there is a need for more pedagogical practices for High School with the purpose of making this public more visible and with a right to an educational process of quality. As for the developed educational product, it is expected that the teacher use this material, provide his pupil with challenging practices, attend to the peculiar needs of each one and maximize the potential of all, making the school inclusive.
Reading practices in High School, coupled with the presence of students with high skills/gifting in the common classroom, impose important challenges to schools in the contemporary world. Faced with the changes that have occurred in the educational landscape in the last decades, this portion of students has guaranteed the right of access to pedagogical practices that instigate them to be creative producers with favorable environments for their full development. Thus, there is a need to work with reading practices in view of this public, since the inclusion process has required activities that meet all. In this context, the questions that guide this work direct: are there educational practices that are welcoming and enriched in the school, in order to guarantee access and permanence with quality teaching/learning for students with high skills/giftedness? What about reading practices? Are they appropriate and targeted to this audience? How could they be? This is a descriptive-documentary research, with a qualitative character that aims to elaborate a pedagogical material to be used in the common room, in the Reading Room Program of the State Department of Education of São Paulo State or in another environment, in order to expand the possibilities of adaptations of reading practices for all students; guarantee access to an enriched curriculum and offer activities that stimulate creativity and arouse students' interest. The study was divided in three stages, the first one consisted of a documentary research, aiming to compile the proposals present in the material of the Program of Reading Room. For its development, the available materials were first located, described and cataloged, and later, the theoretical basis of the propositions and the analysis of the effectiveness of these activities in front of the target public student of the Special Education with high skills/giftedness occurred. In the second stage, the possible proposals for curricular enrichment were registered in the Renzullian theory. In the third one, the reading activities were elaborated and then compiled in a site presented as an educational product, since there is a need for more pedagogical practices for High School with the purpose of making this public more visible and with a right to an educational process of quality. As for the developed educational product, it is expected that the teacher use this material, provide his pupil with challenging practices, attend to the peculiar needs of each one and maximize the potential of all, making the school inclusive.
Descrição
Palavras-chave
Práticas de leitura, Ensino médio, Enriquecimento curricular, Altas habilidades/superdotação, Educação especial, Reading practices, High school, Curricular Enrichment, High abilities/ giftedness, Special education