PROCESSO CRIATIVO DE ESTUDANTES COM INDICATIVOS DE ALTAS HABILIDADES/SUPERDOTAÇÃO

• Autor(a) principal: OLIVEIRA, CARLA SANT’ANA DE
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/845
• topic: Altas Habilidades/Superdotação; Piaget; Autonomia Moral; Raciocínio lógico-matemático; Processo criativo; High Abilities/Giftedness; Piaget; Moral Autonomy; Logical Mathematical Thought; Creative process; CIENCIAS HUMANAS::EDUCACAO

The objective of this study was to analysis the children having giftedness indications‟ creative process in a school into municipal education in Guarapuava-PR. The sample was 06 students from third and fifth years of Elementary School currently composed by nine years. They are between eight and ten years old and they study in a school in a community where families‟ socioeconomic level is low income. The tools for research were based on Piagetian clinic method and it were utilized some observations of students in school, semi structured interview with logical mathematical thought questions and real and virtual dilemmas in the place they were. Results were the most of students presents abstract logical mathematical thought, moral autonomy and worry about environmental problems, violence and poverty. They present capacity to associate different knowledge to develop creative solutions. The most of them try to use the creative process to mitigate worries about social problems and they are very fluent and flexible to create solutions for problems and conflicts that they observe day-to-day. Students were able to work together and they presented sense of justice considering other students on the same age bracket. We noticed that they used the logical mathematical thought to anticipate actions in level of reflexive abstraction. It helps them to make different inferences about a conflict and because that these students are able to create different strategies to solve daily problems. The conclusion is even if the place where these students are is socioeconomically unfavorable they are fluent and flexible to develop creative solutions to conflicts and daily problems. Therefore, school must offer to gifted students opportunities to take advantage of their creative process through activities that prioritize moral autonomy, creativity and cooperation. So it is possible to improve the teaching quality through cooperative changes among students having a high cognitive potential as gifted students and students with difficulties of learning.