Aiming to contribute to discussions about High Abilities/Giftedness-AH/SD, within the
scope of continuing teacher training, this research aims to reflect on the inclusion of
students with High Abilities/Giftedness in the common classroom, initial years of
elementary school, in schools in the Municipal Education – SEMEC in Abaetetuba PA. The research has a qualitative-quantitative approach in the Case Study modality,
and included theoretical support on the themes of High Skills/Giftedness, Science
Teaching and Teacher Training, in addition to official Guidance documents on the
National Inclusive Education Policy and the Science Teaching in Brazil. The research
sought to discuss High Abilities/Giftedness, its trajectory, conceptualization and
identification, as well as the cognitive and socio-affective characteristics of these
certain students, outlining a reflection on teacher training and its importance in the
process of building an inclusive educational system. Likewise, it sought to articulate
science teaching and the methodological possibilities for meeting the educational
needs of students with AH/DS. To prepare the research data, a seminar was held to
discuss the topic in question, during which questionnaires were administered to
teachers working in the first years of basic education, in addition to recording their
opinions. The purpose was to support reflections and expand knowledge about the
theme, as well as drive improvements in educational practices and the effective
inclusion of these students in the school environment. An e-book entitled “High
Skills/Giftedness: a pedagogical approach in Science Teaching” was created,
targeting teachers, coordinators and managers of basic education. During this study,
it was found that, within the scope of teacher training in Brazil, this theme is still a
challenge to be overcome, as it has not been a priority in continuing teacher training
policies, still causing many gaps with regard to effective inclusion of these subjects in
educational environments. It is expected that the educational product can expand
discussions on the topic, encourage new studies and serve as guidance in teaching
and research, in order to contribute to the recognition of the characteristics and
singularities of people with HA/DS.
|
