Centro especializado no atendimento de superdotados: influências no ideário docente
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Data
2020-02-21
Autores
Job, Carla Cristina Pereira
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Universidade Estadual Paulista (Unesp)
Resumo
A partir do contexto de Atendimento Educacional Especializado (AEE) ao aluno com Altas Habilidades/Superdotação (AH/SD) de uma cidade do interior paulista, revelou-se o objetivo do presente de investigar se a existência de um centro educacional especializado no atendimento do aluno com AH/SD, o CEDET - Centro para o Desenvolvimento do Potencial e Talento, e suas ações teriam contribuições para o processo de desmistificação, por parte dos professores do Ensino Fundamental I, acerca desse alunado, bem como de sua aceitação e identificação. Segundo a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, são considerados alunos com AH/SD aqueles que demonstram potencial elevado nestas áreas: intelectual, acadêmica, liderança, psicomotricidade e artes, combinadas ou isoladas. O AEE para alunos com AH/SD tem por finalidade atender às necessidades específicas desse público-alvo da Educação Especial, com enriquecimento curricular e complementação, quando necessário. O produto desse trabalho apresenta-se em três artigos, sendo o primeiro com desígnio de expor a legislação de apoio ao aluno com AH/SD, orientações sobre seu atendimento e acompanhamento, explicitando a metodologia Caminhos para Desenvolver Potencial e Talento, utilizada no Centro, e o processo de identificação, que conta com um Guia de Observação Direta, de 31 indicadores de características e comportamentos referentes a domínios de inteligência, respondido exclusivamente por professores dos anos iniciais do Ensino Fundamental I. Apresenta-se também o preparo dos professores para o preenchimento do Guia realizado por meio de reuniões promovidas pela equipe do Centro. Participam desse processo professores do segundo ao quinto ano do Ensino Fundamental I, os quais são orientados a indicar seus alunos que mais se destacam em cada item. É retratado ainda o movimento de implantação do Centro no município, que tinha 44 escolas municipais de Ensino Fundamental I, sendo que o Centro orientou e aplicou o Guia em 27 delas, havendo 17 escolas que não receberam essa orientação. O segundo artigo demonstrou a diversidade de nomenclaturas utilizadas para designar alunos com AH/SD e as consequências dessa realidade, explanou as características e necessidades desse público e apresentou o profissional docente em sua evolução histórica, seu papel enquanto professor que identifica o aluno em sala de aula regular e também como professor que trabalha no Centro, atendendo e acompanhando o aluno identificado. Feita a contextualização, o terceiro artigo aborda a pesquisa descritiva, de abordagem quantitativa e qualitativa, realizada com dois grupos de professores da rede municipal de ensino – grupo CEDET: composto por professores que já participaram do processo de identificação de estudantes com sinais de AH/SD e grupo-controle: professores das escolas nas quais o CEDET não atua. Empregaram-se, para levantamento de dados, um questionário com questões fechadas e uma entrevista semiestruturada. Após análise, os dados apontaram não haver aparente influência das ações do CEDET em relação às concepções dos professores sobre mitos que permeiam a temática das AH/SD, indicando a necessidade de ações conjuntas e sistematizadas, voltadas especificamente para a formação de professores, no intento de superar mitos e promover a identificação e o atendimento de um maior contingente desse público.
From the context of Specialized Educational Assistance (AEE) to students with High Ability (AH/SD) from a city in the interior of São Paulo, the present objective of investigating whether the existence of an educational center specialized in attending AH/SD student, the CEDET - Center for the Development of Potential and Talent, and their actions would have contributions to the demystification process, by the teachers of Elementary School I, about this student, as well as their acceptance and identification. According to the National Special Education Policy from the perspective of Inclusive Education, students with AH/SD are considered to be those who demonstrate high potential in these areas: intellectual, academic, leadership, psychomotricity and the arts, combined or isolated. The purpose of the ESA for students with AH/SD is to meet the specific needs of this target audience of Special Education, with curriculum enrichment and complementation, when necessary. The product of this work is presented in three articles, the first with the purpose of exposing the legislation to support students with AH/SD, guidelines on their care and monitoring, explaining the methodology Paths to Develop Potential and Talent, used in the Center, and the identification process, which has a Direct Observation Guide, of 31 indicators of characteristics and behaviors related to intelligence domains, answered exclusively by teachers from the early years of Elementary School I. It also presents the preparation of teachers for the filling out the Guide carried out through meetings promoted by the Center's staff. Teachers from the second to the fifth year of Elementary School participate in this process, who are instructed to indicate their students who stand out in each item. It is also portrayed the movement of implantation of the Center in the municipality, which had 44 municipal elementary schools I, and the Center guided and applied the Guide in 27 of them, with 17 schools that did not receive this orientation. The second article demonstrated the diversity of nomenclatures used to designate students with AH/SD and the consequences of this reality, explained the characteristics and needs of this audience and presented the teaching professional in his historical evolution, his role as a teacher who identifies the student in the classroom. regular class and also as a teacher who works at the Center, attending and accompanying the identified student. Once contextualized, the third article addresses descriptive research, with a quantitative and qualitative approach, carried out with two groups of teachers from the municipal school system - CEDET group: composed of teachers who have already participated in the process of identifying students with signs of AH/SD and control group: teachers from schools in which CEDET does not operate. For data collection, a questionnaire with closed questions and a semi-structured interview were used. After analysis, the data showed that there is no apparent influence of CEDET's actions in relation to teachers' conceptions about myths that permeate the theme of AH/SD, indicating the need for joint and systematic actions, specifically aimed at teacher training, in the attempt overcome myths and promote the identification and assistance of a larger contingent of this public.
From the context of Specialized Educational Assistance (AEE) to students with High Ability (AH/SD) from a city in the interior of São Paulo, the present objective of investigating whether the existence of an educational center specialized in attending AH/SD student, the CEDET - Center for the Development of Potential and Talent, and their actions would have contributions to the demystification process, by the teachers of Elementary School I, about this student, as well as their acceptance and identification. According to the National Special Education Policy from the perspective of Inclusive Education, students with AH/SD are considered to be those who demonstrate high potential in these areas: intellectual, academic, leadership, psychomotricity and the arts, combined or isolated. The purpose of the ESA for students with AH/SD is to meet the specific needs of this target audience of Special Education, with curriculum enrichment and complementation, when necessary. The product of this work is presented in three articles, the first with the purpose of exposing the legislation to support students with AH/SD, guidelines on their care and monitoring, explaining the methodology Paths to Develop Potential and Talent, used in the Center, and the identification process, which has a Direct Observation Guide, of 31 indicators of characteristics and behaviors related to intelligence domains, answered exclusively by teachers from the early years of Elementary School I. It also presents the preparation of teachers for the filling out the Guide carried out through meetings promoted by the Center's staff. Teachers from the second to the fifth year of Elementary School participate in this process, who are instructed to indicate their students who stand out in each item. It is also portrayed the movement of implantation of the Center in the municipality, which had 44 municipal elementary schools I, and the Center guided and applied the Guide in 27 of them, with 17 schools that did not receive this orientation. The second article demonstrated the diversity of nomenclatures used to designate students with AH/SD and the consequences of this reality, explained the characteristics and needs of this audience and presented the teaching professional in his historical evolution, his role as a teacher who identifies the student in the classroom. regular class and also as a teacher who works at the Center, attending and accompanying the identified student. Once contextualized, the third article addresses descriptive research, with a quantitative and qualitative approach, carried out with two groups of teachers from the municipal school system - CEDET group: composed of teachers who have already participated in the process of identifying students with signs of AH/SD and control group: teachers from schools in which CEDET does not operate. For data collection, a questionnaire with closed questions and a semi-structured interview were used. After analysis, the data showed that there is no apparent influence of CEDET's actions in relation to teachers' conceptions about myths that permeate the theme of AH/SD, indicating the need for joint and systematic actions, specifically aimed at teacher training, in the attempt overcome myths and promote the identification and assistance of a larger contingent of this public.
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Palavras-chave
Educação, Educação especial, Crianças superdotadas, Professores formação, High ability, Teacher education, Specialized educational service