O processo de escolarização [com ênfase em Matemática] de um aluno com superdotação
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Data
2019-02-22
Autores
Lopes, Mariana Cristina
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Especial contempla a superdotação e nota-se a carência de recursos e informações acerca das possibilidades de atendimento educacional voltada a esses alunos. Desta maneira, pretendemos elaborar uma compreensão do processo de escolarização de um aluno com superdotação. Enquanto objetivos específicos, nosso intuito foi analisar o entendimento e as ações da comunidade escolar acerca do processo de escolarização do aluno com superdotação; analisar a percepção da mãe sobre o filho e sua escolarização e; analisar as práticas pedagógicas [com ênfase em Matemática] e a interação do aluno com superdotação nessas situações. Realizamos um estudo de caso, com abordagem qualitativa, utilizando para produção dos dados entrevistas, observações em sala de aula e no contexto escolar, além de análise documental. Quanto aos resultados, observamos inúmeros entraves, sendo eles de natureza formativa, organizacional, curricular e atitudinal. Notamos que foram ínfimos os direcionamentos pedagógicos específicos às necessidades educacionais desse aluno e, ao olhar para as aulas de Matemática, situações desfavorecedoras foram observadas, ao passo que as práticas pedagógicas e atividades propostas dificultavam o estabelecimento de relações, não favoreciam a criatividade e eram pouco desafiadoras. Por fim, concluímos que há muito em que avançar para que os discursos e legislações, a nível federal e local, sejam exequíveis na prática e que se faz cada vez mais urgente pensarmos em novos modos de ensinar-aprender a Matemática no ensino comum, sendo a abordagem de ensino em Matemática através da resolução de problemas, uma metodologia que poderia favorecer o desenvolvimento e aprendizagem de todos, sem distinção.
Giftedness is included in the area of Special Education and we can observe a lack of resources and information about the possibilities of the educational assistance concerning these students. In this manner we intend to comprehend the educational process of a gifted student. Our specific objectives were: analyzing the understanding and the actions of the school concerning the educational process of the gifted student; analyzing the mother’s perception about her son and his educational process and; analyzing the teaching practices [with emphasis in Mathematics] and this gifted student’s interaction in these contexts. A case study with a qualitative approach was performed in this research. Our data were collected as interviews, observations in classroom and in other educational contexts, as well as document analysis. As for the results, we have noticed many obstacles being of formative, organizational, curricular and attitudinal nature. We have also noticed that the teaching orientation concerning the specific educational needs of this student were minimal. And when observing the Mathematics lessons, we noticed drawback situations, that is, the teaching practices and the activities suggested did not promote creativity, hindered the establishment of relations, and were little challenging. Finally, we conclude that there is much progress to make so that discourse and legislation, in a federal and local sphere, become feasible in implementation; and that it is urgent that we reflect upon new teaching-learning procedures involving Mathematics in regular education, being the approach of teaching Mathematics through problem-solving a methodology that could promote the learning process and the development of everyone, with no distinction.
Giftedness is included in the area of Special Education and we can observe a lack of resources and information about the possibilities of the educational assistance concerning these students. In this manner we intend to comprehend the educational process of a gifted student. Our specific objectives were: analyzing the understanding and the actions of the school concerning the educational process of the gifted student; analyzing the mother’s perception about her son and his educational process and; analyzing the teaching practices [with emphasis in Mathematics] and this gifted student’s interaction in these contexts. A case study with a qualitative approach was performed in this research. Our data were collected as interviews, observations in classroom and in other educational contexts, as well as document analysis. As for the results, we have noticed many obstacles being of formative, organizational, curricular and attitudinal nature. We have also noticed that the teaching orientation concerning the specific educational needs of this student were minimal. And when observing the Mathematics lessons, we noticed drawback situations, that is, the teaching practices and the activities suggested did not promote creativity, hindered the establishment of relations, and were little challenging. Finally, we conclude that there is much progress to make so that discourse and legislation, in a federal and local sphere, become feasible in implementation; and that it is urgent that we reflect upon new teaching-learning procedures involving Mathematics in regular education, being the approach of teaching Mathematics through problem-solving a methodology that could promote the learning process and the development of everyone, with no distinction.
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Palavras-chave
Práticas pedagógicas, Ensino fundamental, Altas habilidades, Teaching practices, Elementary school, High performance