Sobredotação: perceção de competências : um estudo de caso
Miniatura indisponível
Data
2013
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Compreender as necessidades e interesses das crianças sobredotadas tem constituído um dos grandes desafios da educação diferenciada. Estas crianças são vistas, pela maioria das pessoas, como crianças com uma inteligência extraordinária, que frequentam turmas avançadas ou convivem com os mais velhos, os ―geniosinhos‖. No entanto, estes juízos de valor, mitos e rótulos, são extremamente prejudiciais para as crianças e as famílias, pois perpetuam preconceitos erróneos, cerceadores de oportunidades de crescimento e de desenvolvimento, assim como se apresentam, muitas vezes, como entraves à pesquisa e ao conhecimento do que são as crianças sobredotadas: a sua personalidade, as suas características e os seus direitos. A inteligência das crianças sobredotadas pode manifestar-se em diversas áreas, pelo que a identificação promove o recurso a entrevistas e a escalas de desempenho, percepção dos pais e interesses das próprias crianças, deixando para trás, os limitativos testes de Quociente de Inteligência (Q.I.), por não verificação, da parte emocional. A sobredotação é algo valiosa e deveria ser respeitada como tal, começando pela Legislação Portuguesa, que não a contempla como Necessidade Educativa Especial sendo urgente e necessário dar a conhecer aos pais, professores e comunidade em geral por a sobredotação não escolher cidade, género, condições socioeconómicas. A parte teórica deste trabalho centra-se em dois capítulos: (i) a evolução do conceito da sobredotação, onde apresentamos as várias conceções teóricas da atualidade; (ii) a clarificação do conceito e as características da criança sobredotada e a intervenção educativa, onde a educação diferenciada, as medidas educativas e respetivo quadro legal, e a visão dos professores face à sobredotação se apresentam como um ―direito Caracterizamos e distinguimos, as metodologias quantitativas e as qualitativas, justificando a nossa opção pela metodologia qualitativa, objetivando a compreensão e distorcendo o menos possível as experiências dos participantes/atores sociais a estudar, e pelo ―estudo de caso, como ―modo de investigação. Na parte empírica, apresentamos a problemática e a nossa pergunta de partida e, de seguida, algumas interrogações com a finalidade de facilitar a abordagem ao problema enunciado, com o objectivo de melhor a operacionalizar. Pretendemos, como objetivo central deste estudo, investigar um fenómeno num contexto real, por um lado, para compreender a percepção de competências dos professores do ensino regular face à sobredotação e, por outro, procurar evidências que confirmem a nossa hipótese de que a formação dos professores, neste sentido, é imprescindível para que possam cumprir uma diferenciação pedagógica, que tome em consideração a situação dos alunos com excepcionais qualidades de aprendizagem. Para realizar o estudo foi solicitado a quatro Professores, que lecionavam a turma GAMA, do 3º Ciclo do Ensino Básico (um de cada Área Curricular: Línguas, Ciências Humanas / Sociais, Matemática / Ciências Experimentais e Expressões e que se encontravam em exercício de funções, pelo menos, desde o início do ano letivo, o que permitirá uma maior confiança nos dados a recolher), que participassem neste estudo. Os professores foram esclarecidos acerca dos objetivos do estudo e dos procedimentos. Para recolha de dados, realizámos uma entrevista semi-estruturada a cada um dos membros participantes, com a apresentação de um simples corpo de questões, que, a nosso ver, poderiam ajudar a compreender o problema elencado na nossa questão de partida. Os resultados obtidos põem em evidência o desejo dos professores face à necessidade de uma maior e melhor formação acerca da temática, embora tenhamos verificado que estes revelam um conhecimento relativo sobre a sobredotação.
One of the biggest challenge to differentiated education has been the understanding the necessities and interests of overgifted children. These children have been standing as having a superior intelligence by people and attending advanced classes or socializing with elder people. However these opinions, ideas are extremely damful for those children and families as they perpetuate wrong preconceptions avoiding them to grow up and develop as they are and locking the opportunities of further investigation and knowledge about this kind of children. The overgifted children intelligence can appear in different situations what promotes the resource of interviews, performance scales, the parents‘ perception, the children‘s interests, making the restrictive intelligence tests not that relevant because they don‘t include the emotional part. To be overgifted is something very valuable and should be respected what doesn‘t happen in the Portuguese legislation, because it doesn‘t recognize it as ―Special/Differentiated Education‖. It‘s urgent and very necessary to make parents, teachers and community to know that ―Overgifted‖ don‘t choose town, sex or social economic conditions. The theoretical part of this work is based on two chapters: (i) Conception evolution of the Overgifted where are presented the several theoretical conceptions at the present time; (ii) The concept clarification and the overgifted children‘s characteristics and educational intervention, where the differentiated education must be recognized, that means rules and its legal support. Overgifted children might be seen as a ―right‖ by school and teachers. Our investigation is based on the ―Study Case. We characterize and distinguish the quantitative from the qualitative methodologies. To justify our qualitative methodology option comprehension is privileged trying as much clear as possible as a ―procedure of investigation‖. The empirical part is based on the ―Overgifted children problem‖ and on the starting question, trying to analyze this subject so that things could be better. The main purpose of this study is to analyze this phenomenon in a real situation. First to understand how common teachers deal with overgifted children, on the other hand to find out how necessary and important is to have more information available in school in order that teachers can be better in their pedagogical practice, having clearly in mind that these students have exceptional learning qualities. To conclude, four teachers were asked to participate in this analysis, because they have been teaching since the beginning of this school year which is trust worthy. They were teaching the class ―Gama of the third ―ciclo ensino básico– Curricular Area – Languages; Social Human/Science; Maths/Experimental Science and Expressions. The teachers were informed about the purpose of the study and its procedures. To collect information a semi-structured interview to each participant with some simple questions was made. This might help to understand this ―problem‖ as a starting point. The results put in evidence that teachers need more and better teaching support about this thematic subject. Although we have noticed that the teachers have a relative knowledge about ―Overgifted children.
One of the biggest challenge to differentiated education has been the understanding the necessities and interests of overgifted children. These children have been standing as having a superior intelligence by people and attending advanced classes or socializing with elder people. However these opinions, ideas are extremely damful for those children and families as they perpetuate wrong preconceptions avoiding them to grow up and develop as they are and locking the opportunities of further investigation and knowledge about this kind of children. The overgifted children intelligence can appear in different situations what promotes the resource of interviews, performance scales, the parents‘ perception, the children‘s interests, making the restrictive intelligence tests not that relevant because they don‘t include the emotional part. To be overgifted is something very valuable and should be respected what doesn‘t happen in the Portuguese legislation, because it doesn‘t recognize it as ―Special/Differentiated Education‖. It‘s urgent and very necessary to make parents, teachers and community to know that ―Overgifted‖ don‘t choose town, sex or social economic conditions. The theoretical part of this work is based on two chapters: (i) Conception evolution of the Overgifted where are presented the several theoretical conceptions at the present time; (ii) The concept clarification and the overgifted children‘s characteristics and educational intervention, where the differentiated education must be recognized, that means rules and its legal support. Overgifted children might be seen as a ―right‖ by school and teachers. Our investigation is based on the ―Study Case. We characterize and distinguish the quantitative from the qualitative methodologies. To justify our qualitative methodology option comprehension is privileged trying as much clear as possible as a ―procedure of investigation‖. The empirical part is based on the ―Overgifted children problem‖ and on the starting question, trying to analyze this subject so that things could be better. The main purpose of this study is to analyze this phenomenon in a real situation. First to understand how common teachers deal with overgifted children, on the other hand to find out how necessary and important is to have more information available in school in order that teachers can be better in their pedagogical practice, having clearly in mind that these students have exceptional learning qualities. To conclude, four teachers were asked to participate in this analysis, because they have been teaching since the beginning of this school year which is trust worthy. They were teaching the class ―Gama of the third ―ciclo ensino básico– Curricular Area – Languages; Social Human/Science; Maths/Experimental Science and Expressions. The teachers were informed about the purpose of the study and its procedures. To collect information a semi-structured interview to each participant with some simple questions was made. This might help to understand this ―problem‖ as a starting point. The results put in evidence that teachers need more and better teaching support about this thematic subject. Although we have noticed that the teachers have a relative knowledge about ―Overgifted children.
Descrição
Orientação: Nora Cavaco ; co-orientação: Jorge Lemos
Palavras-chave
EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, SOBREDOTADOS, GIFTED INDIVIDUALS, PROFESSORES, TEACHERS, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR