A alta capacidade pela perspectiva das mulheres: estudos de caso do Brasil e da Espanha

• Autor(a) principal: Massuda, Mayra Berto
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/12176
• topic: Educação especial; Alta capacidade; Gênero; Educação da mulher; Special education; Giftedness; Gender; Women education; Educación especial; Alta capacidad; Género; Educación de la mujer; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The finding that national and international studies on women's giftedness are still incipient in light of the universe of research already conducted on human intelligence highlights the inequality in the identification and development of gifted girls and women, as well as internal and external barriers faced by them. From this, the main objective of this study was to identify and analyze the barriers that hinder the identification and development of gifted girls in two different educational contexts, in Brazil and in Spain, and to propose actions to overcome these barriers within the context of conceptualization, identification and educational service of each country. The secondary objectives were: a) contextualize the concepts, strategies of identification and educational assistance to gifted students through case studies of a local program in Brazil and another in Spain; b) identify and analyze the barriers that hinder the diagnosis and development of the potential of girls with giftedness in procedures, mediations and personal experiences; c) reveal how these barriers are addressed by their service management, families and professionals involved. Thus, we conducted a qualitative research with a feminist critical perspective with the Collective Subject Discourse method. We used documentary research and problem-centered interviews as techniques to collect data, considering that the documentary research was based on legal documents that allowed contextualizing the processes of identification and attendance to the gifted students of each investigated locality, besides the statistical data regarding the enrollment of male and female students with iftedness. The interviews were analyzed following the methodological proposal of the Collective Subject Discourse and the results of the analyzes were organized in two Case Studies: one related to the study conducted in a city of the autonomous community of Andalusia, Spain; and one related to a study conducted in a city in the state of Minas Gerais, Brazil. Thus, 7 female students (8 to 16 years) from Spain and 7 female students (11 to 18 years) from Brazil were the main participants in the study. The results showed that in both Brazil and Spain, the national average of formally identified girls with giftedness is lower than the number of boys, and in the Spanish city, the proportion of girls is higher than the national average, but even lower that the average of boys; and in the Brazilian city, the proportion of girls is higher than the proportion of boys. The analysis of interviews with girls with giftedness in Brazil and Spain, pointed to the existence of the following gender bias as the main barriers to the identification and development of their potential: the need to be or look perfect, the impostor syndrome, the willingness to help or care, and the complacent leadership model. In this sense, access to specific care programs for the development of giftedness, motivation in the educational and family environment, the existence of mentors and women who are models of potential realization, are fundamental factors for the confrontation of gender bias.