Altas habilidades/superdotação e a formação de professores para a educação inclusiva : guia educacional como subsídio para identificação e atendimento dos estudantes em Mato Grosso

Abstract

The process of identifying and serving students with high abilities/giftedness is still poorly understood in school environments, and there are numerous barriers to recognizing students with above-average abilities. It is essential for teachers, both in regular classrooms and in the Multifunctional Resource Room (MRR), to receive adequate training and guidance to recognize these characteristics, methods of identification, support, and development of inclusive and enriching practices that stimulate the creative potential of this group. Therefore, this research aims to investigate the educational training processes proposed and offered by the Giftedness and High Ability Activities Nucleus (NAAH/S) of the Center for Support and Inclusion of Special Education – CASIES, affiliated with the State Secretary of Education of Mato Grosso,Brazil, with the goal of developing an Educational Guide to assist teachers in the identification and support of students with HH/G. This qualitative, case study approach is theoretically grounded in the Multiple Intelligences theory (Gardner, 1994) and the Three-Ring Conception (Renzulli, 2004), which facilitate the identification of students with HH/G through concepts of intelligence and giftedness. For the investigative procedures in this research, we applied two data collection methods: document analysis and questionnaires. Three NAAH/S - MT training teachers and seventeen MRR teachers participating in the training sessions conducted by the nucleus between 2021 and 2022 were involved in this study. Data collected in this research were analyzed and categorized using content analysis as proposed by Laurence Bardin (2016). The results of this study highlighted several difficulties and needs that teachers have in identifying/supporting students with HH/G. Based on the analysis and discussion of the collected data, educational resource content was developed, resulting in an Educational Guide aimed at providing support and guidance to teachers regarding the identification and support of students with High Abilities/Giftedness. The guide proposes practical guidelines that address the needs identified by participating teachers, including the theoretical concepts used in the identification process of HH/G, legal provisions outlined in legislation, characteristics and indicators of students with HH/G, myths, as well as strategies for identifying and evaluating these students in the educational context.