Aluno com altas habilidades/superdotação: um estudo longitudinal a partir da teoria das inteligências múltiplas

Abstract

The process of recognition, identification and attendance to the student with High Abilities is something still seen by the school system in a very complex way, full of barriers and exclusion to the most capable student. Given this reality, this thesis presents a general objective of longitudinal analysis of the process of recognition, identification and attendance of a student with indicators of High Abilities/Giftedness in the multifaceted view of Multiple Intelligences. Specific objectives include: (i) to explorer and evaluating student identification procedures in the precocity phase; (ii) to develop and describe a procedure for identifying and assisting students with High Abilities/Giftedness in the multifunctional resource room; (iii) to organize strategies that facilitate the pedagogical practice of the Special Education teacher in the care of the student with High Abilities/Giftedness; (iv) investigate the teacher's conception of the regular classroom in having a student with High Abilities/Giftedness; (v) to analyze the conception of the Special Education teacher in relation to the attendance of the student with High Abilities/Giftedness in the multifunctional resource room; (vi) to investigate the consequences of the process of acceleration in the trajectory of the student; (vii)to analyze the conception of the parents in relation to the academic trajectory of the student. The research took place from 2012 to 2016, during which time the student from five to nine years old was accompanied. This study was based on the Longitudinal Non-Experimental Survey, with case study delineation. Participants included a student, his parents, his teacher of Early Childhood Education, his teacher of the 2nd year of Elementary School and his teacher of Special Education. For data collection, interviews, questionnaires and questionnaires were used. The Research had as theoretical foundation the Theory of Multiple Intelligences. The data analyzes were carried out from a screening of student identification with high skills/gifted indicators and from interviews to ascertain the parents 'and teachers' conceptions about the student with High Abilities/Giftedness. As results, at five years of age, the student presented indicators of precocity. These characteristics were continuous and frequent; thus, it was concluded that the manifestation of precocity was one of the indicators for the identification of high skills/giftedness of the student. The process of acceleration according to the conception of parents and the teacher of Special Education occurred in a positive way, providing the student with motivation and enthusiasm to attend school. The Specialized Educational Attendance held in the multifunctional resource room occurred from 2012 to 2016, as a form of enrichment. From the evaluation triage the student was identified as a student with High Abilities/Academic giftedness, above average capacity in the areas of Language (oral and written), Mathematics, Space, Science and Technology.