Projeto político e projeto pedagógico de escolas quilombolas amapaenses: contextualizando as altas habilidades/superdotação

• Autor(a) principal: Almeida, Roanne Priscila Castro
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/11674
• topic: Educação Especial; Altas habilidades/superdotação; Escolas quilombolas; Projeto Político Pedagógico; Special Education; Giftedness; Quilombolas schools; Political Pedagogical Project; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

There are people with giftedness in any population regardless the condition. However, they need to be identified and strengthened with services that enrich and favor their development process, respecting their cultural identity. There is a discrepancy regarding the schooling of the black population compared to the white Brazilian population at any level of education as well as the target public of Special Education, specifically gifted students. It is believed that through school actions it will be possible to achieve a social transformation with equity. In this way, the school should have as a guiding principle visible actions in its Political Pedagogical Project (PPP) and interventions by Pedagogical Projects (PP). In this perspective, we aimed to analyze the PPPs and PPs of two Quilombolas schools in Amapá in order to verify if they contemplate giftedness. And as specific goals: understanding the scenario of Quilombola education in the state of Amapá; analyzing the context of the schools studied, based on their PPPs and PPs; verifying which area(s) of giftedness are more explicit in the PPs of the schools surveyed; expanding the discussion of Giftedness with indications for identification, through projects of the provision and enrichment. The research was qualitative documental with a multiple case study. The results pointed out: i) the state of Amapá had 21 Quilombola schools and 1,955 students; ii) in Amapá, in the year 2017, there were 271 enrollments of students with giftedness; iii) the school PPPs indicated weaknesses in Special Education, as they did not even mention students with giftedness as a public to be considered by the school; giving emphasis to the limitations of the students; iv) the projects of both schools presented goals that favored the students, but it was verified that the identification could be done through the provision, as well as for the curricular enrichment as a form of supplementation, both as possible means to combat the existent educational problems in the school institutions. The analysis of the two schools made it possible to understand that there is an exclusion of students with giftedness in Amapá, with more prominence in Quilombolas schools.