Educação integral: possibilidades de desenvolvimento das altas habilidades / superdotação na escola ?

• Autor(a) principal: Carvalho, Gleiciane Álice Oliveira de
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade do Estado do Amazonas (UEA)
• Texto Completo: https://ri.uea.edu.br/handle/riuea/4294
• topic: Educação Integral; Integral education; Altas Habilidades/Superdotação; High Skills / Giftedness; Educação Inclusiva; Inclusive education; Ensino - Aprendizagem

The present work of course conclusion had as object of study the Integral Education and the possibilities of development of High Skills / Giftedness (AH / S), being justified by the importance that this modality of teaching has in the scenario of the educational policies in the recent context and the need for understanding and deepening about its themes, which contribute so much to develop the peculiarities of human development in the educational process. Thus, this qualitative field research sought to reflect on the contribution of Integral Education as an educational proposal that contributes to promoting the development of the students' HA / S. This is because Integral Education is a curricular perspective that contemplates the development of the individual in all its aspects, while providing education in an inclusive and equitable perspective. The research had as its locus a school in the south-central zone of the city of Manaus. The research subjects were: 1 manager, 1 pedagogue and 2 teachers. As a data collection technique we used semi-structured interview and participant observation, and as a method, studies in the socio-historical perspective. This work is relevant because it brings to reflection the discussion and the construction of an educational model that allows the overcoming of the idea of ​​fragmentation of knowledge and that contemplates strategies that can articulate all dimensions of the subject's development, whether physical, affective, cognitive, socio-emotional. and ethical, respecting their subjective peculiarities through the integration of knowledge in favor of educational improvement, aiming at the expansion of times, spaces and learning opportunities. The study allowed us to know the school curriculum proposal from the perspective of integral education, aiming at the possible identification of methodological strategies that contribute to the development of the students' AH / S behaviors, raising an analysis of how the construction of the curriculum, from the integral perspective. development of the subject, can contribute to the development process of AH / S. It is concluded that some of the main challenges and possibilities analyzed refer, respectively, to teacher education, bureaucratic barriers and the resources necessary for the stimulation of potentials and talents, as well as for the full development of the individual.