Navegando por Autor "Chempcek, Mari Lidia"

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    A invisibilidade de estudantes com Altas Habilidades/Superdotação: concepções de professores(as) do Ensino Fundamental
    (Universidade Estadual do Paraná, 2022-10-28) Chempcek, Mari Lidia; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; https://lattes.cnpq.br/0286584117170583; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Matos, Denise Maria de; https://lattes.cnpq.br/2934487191837844
    The number of Gifted students enrolled in Basic Education has presented gradual rise in Brazil, but with inconsistencies when compared to the estimate of people identified with this diagnosis, which presupposes a gap in the identification process. Thus, in this study, it was sought to analyze the conception of teachers of Basic Education, more specifically of Elementary School, on their initial and continuing education process, regarding the possibilities of identification and care to Gifted students. It is about understanding the possible interference of the trainings performed by teachers and the concepts that culturally permeate this theme in the inclusion processes of these students. Thirty teachers of the municipal and state public network of the municipality of Araucária, metropolitan region of Curitiba/Paraná, participated in the study. It is a field investigation of a qualitative nature that used as an instrument of data collection a semi-structured interview with open questions about the conception of Giftedness, teacher training on the theme, the performance of teachers with Gifted students, the characteristics and indicators present in these individuals. The data of the interviews were recorded, transcribed, analyzed and categorized, according to the content analysis proposed by Laurence Bardin (2016). The analysis of the data obtained showed the knowledge that the interviewed teachers have on Giftedness, constituting the basis for the definition of the following categories: conception, indicators, professional training, pedagogical work and myths. The results of the study pointed out that the different conceptions of Giftedness, the scarce training on the theme in the contexts of initial and/or continued teacher education and, consequently, the care of these students, contributed to their invisibility. From the analysis of the data collected and its discussion, indicatives for the elaboration of an educational product were raised, in the format of a digital book, with practical guidelines that respond to the needs pointed out by the teachers who participated in the study, including the definition of Giftedness, the legal support provided for in the legislation, the right to Specialized Educational Assistance, the identification of characteristics and indicators, the possibilities of identification and evaluation of these students in the educational context.