Identificação de estudantes com altas habilidades/superdotação por professores mediados pelo ensino colaborativo

Abstract

Identifying students with AH/SD characteristics requires contextualization that considers all aspects of the individual, their experiences, and pedagogical practices that address their affective-emotional specificities. Among other things, the characteristics of these people are: intellectual curiosity, persistence in obtaining the desired information, minimal instruction for learning, and demonstration of interest in subjects involving moral, political, social, and philosophical issues. Studies and research indicate that people with AH/SD need stimulation from their environment in order to develop (Perez; Freitas, 2011; Antipoff; Campos, 2010; Guenter, 2006). For the inclusion of these students, it is important that educators have a minimum understanding of the concepts of AH/SD and intelligence and giftedness. This research is based on Howard Gardner's Theory of Multiple Intelligences and Joseph Renzulli's Three Ring Theory, which considers gifted behaviors as the intersection of three rings, reflecting a group of basic human traits, “[...] these groups being above-average general and/or specific abilities, high levels of commitment to the task, and high levels of creativity” (Renzulli, 1986, p. 11-12, apud Pérez, 2004, p. 56). Among the strategies that enable the inclusion process, we suggest Collaborative Teaching, whose purpose is “to ensure the articulation of knowledge between special and regular education, combining the skills of both teachers” (Marin; Braun, 2013, p. 53). With the general objective of analyzing the identification of students with characteristics of high abilities/giftedness (HA/GN) carried out through Collaborative Teaching and answering the question: is it possible to identify students with HA/GN characteristics through Collaborative Teaching? The qualitative, participatory, action research study used a questionnaire and Collective Subject Discourse (CSD) as techniques for data collection and analysis. Three stages were carried out. Stage I sought to assess the participants' prior knowledge of HS/Giftedness and Collaborative Teaching, where it was possible to observe that, out of a total of four participants, two responded that they were not familiar with Collaborative Teaching, while the two who indicated that they were familiar with it confused it with collaborative work. Regarding the characteristics of AH/SD, all reported being familiar with them, but when asked if they had students with AH/SD, all reported not having any, which shows that knowledge about the characteristics is based on myths. In Stage II, studies were conducted on the research topics and activity application in the regular classroom to identify students with AH/SD, with the participation of classroom teachers and AEE teachers. Also in this stage, students who presented indicators of AH/SD were identified and individual assessments were carried out for confirmation/refutation. Stage III sought to survey the participants' conceptions after the research, where all indicated that the identification of students with AH/SD is possible through Collaborative Teaching and that the application of the research was a positive experience. The research resulted in a Pedagogical Manual that provides guidance on identifying students with AHSD through Collaborative Teaching. It was concluded that there is a great need for continuing education so that teachers are aware of AH/SD and promote the inclusion of students with this profile, and that Collaborative Teaching is a possible strategy for identification to take place