Programa de Pós-Graduação em Educação Inclusiva - PROFEI
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Navegando Programa de Pós-Graduação em Educação Inclusiva - PROFEI por Assunto "Altas habilidades/superdotação"
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Item Altas Habilidades/Superdotação: desconstruir mitos e construir caminhos para a inclusão escolar(Universidade Estadual do Paraná, 2024-29-10) Riski, Francieli Dombroski; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; https://lattes.cnpq.br/8118086450477399; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; Sakaguti, Paula Mitsuyo Yamasaki; https://lattes.cnpq.br/6605471166573621; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460This research entitled “High Ability/Gifted: deconstructing myths and building paths for school inclusion” has Inclusive Education as its area of concentration, in the research line Practices and Formative Processes of Educators for Inclusive Education. The aim was to promote the demystification of concepts linked to High Ability/Gifted, based on the conception of elementary school teachers, more specifically elementary school teachers, regarding the process of identifying and assisting students with High Ability/Gifted within the school context. This study is based on theorists who contextualize and conceptualize High Ability/Gifted, deal with the characteristics of students with High Ability/Gifted, elucidate the myths present in this context and discuss care, teacher training and the challenges of Inclusive Education in the context of High Ability/Gifted, such as Alencar and Fleith, Chempcek, Delou, Martins, Negrini, Pérez, Renzulli, Sabatella, Teixeira, Vieira, Virgolim, among others. This is a qualitativItem 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/0991868156805558The 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).