Public Policies for High Ability/Giftedness: Including is Still Necessary
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/14274 |
Resumo: | This paper examines the Brazilian public policies for students with High Abilities/Giftedness (HA/GT), considering the currently ruling laws, verifying as causes of lack and precariousness of such policies, the dependence of specialized educational service offer to a demand still not assessed; the deficient understanding of regional educational realities, the circumscription of legal documents exclusively to the educational context; the poor knowledge (or even lack of knowledge) of laws, rules and guidelines and of real difficulties and needs of such students and the ideological prejudice. It concludes that the real inclusion of students with HA/GT requires the correct identification and record of such students in the school census; the promotion of a deeper knowledge on laws, rules and guidelines and its inspection by public agencies; the necessary initial and continued education of teachers, professionals and school managers on HA/GT and their needs; the technical and financial support and control of the work developed by the Centers of Activities on HA/GT. It also requires legal mechanisms assuring the access to the specialized educational services to most Brazilian students with HA/GT, children of low income families who have no financial and/or cultural resources to assure such right, as well as the elimination of economic, cultural and attitudinal barriers as object of the legal devices granting accessibility to people with special educational needs; the indispensable inclusion of specific educational modules on special educational services in training and specialization courses offered by public agencies and, finally, the elimination of the unfounded ideological prejudice. |
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Public Policies for High Ability/Giftedness: Including is Still NecessaryPolíticas públicas para as Altas Habilidades/Superdotação: incluir ainda é precisoHigh Abilities/GiftednessPublic policiesInclusion.Altas Habilidades/SuperdotaçãoPolíticas públicasInclusão.This paper examines the Brazilian public policies for students with High Abilities/Giftedness (HA/GT), considering the currently ruling laws, verifying as causes of lack and precariousness of such policies, the dependence of specialized educational service offer to a demand still not assessed; the deficient understanding of regional educational realities, the circumscription of legal documents exclusively to the educational context; the poor knowledge (or even lack of knowledge) of laws, rules and guidelines and of real difficulties and needs of such students and the ideological prejudice. It concludes that the real inclusion of students with HA/GT requires the correct identification and record of such students in the school census; the promotion of a deeper knowledge on laws, rules and guidelines and its inspection by public agencies; the necessary initial and continued education of teachers, professionals and school managers on HA/GT and their needs; the technical and financial support and control of the work developed by the Centers of Activities on HA/GT. It also requires legal mechanisms assuring the access to the specialized educational services to most Brazilian students with HA/GT, children of low income families who have no financial and/or cultural resources to assure such right, as well as the elimination of economic, cultural and attitudinal barriers as object of the legal devices granting accessibility to people with special educational needs; the indispensable inclusion of specific educational modules on special educational services in training and specialization courses offered by public agencies and, finally, the elimination of the unfounded ideological prejudice.http://dx.doi.org/10.5902/1984686X14274O presente artigo analisa as políticas públicas brasileiras para alunos com Altas Habilidades/Superdotação (AH/SD), considerando a legislação vigente à data, verificando como causas da carência e precariedade o atrelamento da oferta do atendimento educacional especializado a uma demanda que ainda não é aferida; a deficiente compreensão das realidades educacionais regionais, a circunscrição dos dispositivos exclusivamente ao âmbito educacional; o pouco conhecimento (ou mesmo desconhecimento) das leis, normas e documentos norteadores e das reais dificuldades e necessidades destes estudantes e o preconceito ideológico. Conclui que a real inclusão dos alunos com AH/SD requer a correta identificação e registro desses estudantes nos censos escolares; a promoção de um conhecimento mais aprofundado da legislação, normas e documentos norteadores e de sua fiscalização pelos poderes públicos; a necessária formação inicial e continuada de professores, profissionais e gestores sobre as AH/SD e suas necessidades; o apoio técnico e financeiro e a fiscalização do trabalho desenvolvido pelos Núcleos de Atividades de Altas Habilidades/Superdotação. Requer, também, mecanismos legais que garantam o acesso ao atendimento educacional especializado da grande maioria de estudantes com AH/SD brasileiros, filhos de famílias de classes desfavorecidas, que não possuem recursos financeiros e/ou culturais para garantir esse direito, assim como a eliminação das barreiras econômicas, culturais e atitudinais como objetivo dos dispositivos que garantem a acessibilidade das pessoas com necessidades educacionais especiais; a indispensável inclusão de módulos de formação específica para o atendimento educacional especializado nos cursos de capacitação e especialização oferecidos pelos órgãos públicos e, finalmente, a eliminação do infundamentado preconceito ideológico.Universidade Federal de Santa Maria2014-09-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1427410.5902/1984686X14274Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 627-640Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 627-640Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 627-6401984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/14274/pdfPérez, Susana Graciela Pérez BarreraFreitas, Soraia Napoleãoinfo:eu-repo/semantics/openAccess2014-11-24T13:48:27Zoai:ojs.pkp.sfu.ca:article/14274Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-11-24T13:48:27Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Public Policies for High Ability/Giftedness: Including is Still Necessary Políticas públicas para as Altas Habilidades/Superdotação: incluir ainda é preciso |
title |
Public Policies for High Ability/Giftedness: Including is Still Necessary |
spellingShingle |
Public Policies for High Ability/Giftedness: Including is Still Necessary Pérez, Susana Graciela Pérez Barrera High Abilities/Giftedness Public policies Inclusion. Altas Habilidades/Superdotação Políticas públicas Inclusão. |
title_short |
Public Policies for High Ability/Giftedness: Including is Still Necessary |
title_full |
Public Policies for High Ability/Giftedness: Including is Still Necessary |
title_fullStr |
Public Policies for High Ability/Giftedness: Including is Still Necessary |
title_full_unstemmed |
Public Policies for High Ability/Giftedness: Including is Still Necessary |
title_sort |
Public Policies for High Ability/Giftedness: Including is Still Necessary |
author |
Pérez, Susana Graciela Pérez Barrera |
author_facet |
Pérez, Susana Graciela Pérez Barrera Freitas, Soraia Napoleão |
author_role |
author |
author2 |
Freitas, Soraia Napoleão |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pérez, Susana Graciela Pérez Barrera Freitas, Soraia Napoleão |
dc.subject.por.fl_str_mv |
High Abilities/Giftedness Public policies Inclusion. Altas Habilidades/Superdotação Políticas públicas Inclusão. |
topic |
High Abilities/Giftedness Public policies Inclusion. Altas Habilidades/Superdotação Políticas públicas Inclusão. |
description |
This paper examines the Brazilian public policies for students with High Abilities/Giftedness (HA/GT), considering the currently ruling laws, verifying as causes of lack and precariousness of such policies, the dependence of specialized educational service offer to a demand still not assessed; the deficient understanding of regional educational realities, the circumscription of legal documents exclusively to the educational context; the poor knowledge (or even lack of knowledge) of laws, rules and guidelines and of real difficulties and needs of such students and the ideological prejudice. It concludes that the real inclusion of students with HA/GT requires the correct identification and record of such students in the school census; the promotion of a deeper knowledge on laws, rules and guidelines and its inspection by public agencies; the necessary initial and continued education of teachers, professionals and school managers on HA/GT and their needs; the technical and financial support and control of the work developed by the Centers of Activities on HA/GT. It also requires legal mechanisms assuring the access to the specialized educational services to most Brazilian students with HA/GT, children of low income families who have no financial and/or cultural resources to assure such right, as well as the elimination of economic, cultural and attitudinal barriers as object of the legal devices granting accessibility to people with special educational needs; the indispensable inclusion of specific educational modules on special educational services in training and specialization courses offered by public agencies and, finally, the elimination of the unfounded ideological prejudice. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-09-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/14274 10.5902/1984686X14274 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/14274 |
identifier_str_mv |
10.5902/1984686X14274 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/14274/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 627-640 Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 627-640 Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 627-640 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944200060403712 |