Navegando por Autor "Travaglia, Fabiana Silva Azevedo"

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    Tecnologias Digitais para otimizar a identificação de estudantes com Altas Habilidades/Superdotação
    (Universidade Estadual do Paraná, 2024-10-04) Travaglia, Fabiana Silva Azevedo; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/9434759829304290; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478; Pedro, Ketilin Mayra; https://lattes.cnpq.br/0991868156805558
    The identification of students with High Abilities/Giftedness (AH/SD) is essential to developing their potential. The National Education Guidelines and Bases Law (LDB) (Law nº 9.394/1996), guarantees the right to specialized educational assistance for students with AH/DS, however, the invisibility of these students in the school context prevents access to their rights, compromising their full development and educational equity, in this sense the roleof teachers is essential in identifying of students with AH/SD. The objective of this study was to analyze how digital technologies can optimize the identification of students with AH/SD, in order to promote specialized educational assistance. For this purpose, the specific objectives proposed were: contextualize conceptions and characteristics of students with AH/SD, specify the contributions of digital technologies in education and identification of students with AH/SD and develop a website to optimize the identification of students with AH/SD. The investigation sought ways to expand the identification of students with AH/SD in the school context, therefore the type of study was exploratory and descriptive, applied in nature, the procedure adopted was field research, its approach was qualitative, for data analysis content analysis was used and the method applied to the educational resource was Design Thinking (DT). This work was based on the Theory of the Three Rings, proposed by Joseph Renzulli, and Multiple Intelligences, by Howard Gardner, as these are the theories adopted by the Ministry of Education (MEC) in identifying students with AH/SD. The research involved 55 teachers who work in the 6th years of Elementary School at three state schools that offer Elementary School II – Final Years and High School, in Umuarama, Paraná. Based on the results of this study, underreporting in the School Census and invisibility of students with AH/SD in the school context are a result of teachers' lack of knowledge and training in AH/SD, data collection revealed that 80% of teachers participating in the research never participated in training on the topic, in addition, the lack of time, resources, filling out printed forms to indicate students with AH/SD, work overload, large classrooms and efforts directed at students with difficulties are barriers to perception and recognition of the characteristics of students with AH/SD in the classroom by teachers. In order to promote knowledge about AH/SD, the “Pedagogical Workshop in AH/SD” was held with all teachers from the three participating schools during the Study and Planning training period. Data analysis also demonstrated a significant consensus from 87% of respondents on the potential of digital technologies to assist in identifying students with AH/SD and thus, the educational resource, a website called SUPERAH, it was developed with the purpose of promoting the identification of students with AH/SD and disseminating information about the characteristics of this Special Education Group (SPE).