Alunos dotados e talentosos : estarão eles em minha sala de aula?

Abstract

Inclusive education allows the presence in the mainstream classroom students with disabilities, disorders and giftedness and talent. For the gifted and talented students are subjects of the educational process, it is important that the teacher knows what's giftedness and talent to identify the students in the classroom and they can be assisted. With this research, it was intended as a general objective to verify if there is indication of gifted students in a 3rd year class and the 4th year of elementary school from two public schools, a total of four investigated classes, applying the tools Observação Direta em Sala de Aula, Lista De Verificação de Identificação de Indicadores de Altas Habilidades/Superdotação, Lista de Verificação de Identificação de Indicadores de Altas Habilidades/Superdotação-Área Artística, and Lista de Verificação de Identificação de Indicadores de Altas Habilidades/Superdotação-Área Corporal Cinestésica. The specific objectives were: To know the gifted and talented students indicated in schools with indexes appointed by (Index of development of basic education (IDEB), namely: a school with the lowest levels ( 3rd and 4th years ) and one with the highest levels ( 3rd and 4th years) at elementary school in a midsized city in the countryside of São Paulo, Brazil and to know the professional profile of the participanting teachers at the research, both in the academic aspect as in their teaching experience as well as theoretical knowledge on the subject of the giftedness and talent. The method was descriptive research. We used a questionnaire to characterize the participating teachers and knowledge on the subject. The results were: School A: (IDEB below) : With the Guia de Observação Direta em Sala de Aula was nominated four students (two of 3rd year and two of 4th year). The LIVIAHSD appointed a student of 3rd year. School B (IDEB above): the Guia de Observação Direta em Sala de Aula indicated nine students (four of 3rd year and five of 4th year). The LIVIAHSD indicated only two students in the 3rd year. The LIVIAHSD-AA and LIVIAHSD-ACC instruments did not indicate any student. The results still showed that: a) the instruments seemed effective to point gifted students; b) LIVIAHSD, LIVIAHSD-AA and LIVIAHSD-ACC didn’t have the same efficiency of the Guia de Observação Direta em Sala de Aula, requiring their completion for comparison and analysis; c) The IDEB schools up and down revealed that there were gifted students, independently the indexes of IDEB, and d) The most of teachers surveyed made explicit about the understanding of the giftedness and talent subject.