THE SPECIALIZED EDUCATION SERVICES OF HIGH SKILLS STUDENTS\INTELLECTUAL GIFTEDNESS BEFORE THE ‘IGNORANT MASTER’

• Autor(a) principal: Neres, Celi Correa
• Data de Publicação: 2016
• Outros Autores: Nogueira, Eliane Greice Davanço, Ribeiro, Fernando Fidelis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29068
• topic: Special education; Teaching; High abilities; Giftedness; Educação Especial; Docência; Altas habilidades; Superdotação; Educação Especial

This work refers to the service in curriculum activities room of the natural sciences students with high abilities / giftedness attending the Activity Center for High Abilities / Giftedness in Campo Grande-MS (NAAH/S-CG). By requesting written statements, the goal was to weave reflections to know them better as well as the teachers actions they legitimize as those that consider the diversity living. It also brought to comment on the training of teacher practice, in view of the proposed school inclusion in progress. Armed with the statements of research participants, began a journey along the paths of uncertainty; spinning reflections on the narrative developed by six students / those served / as the nucleus during the first half of 2014. It was felt that the students realized the importance of the activities in the room, as stimulating intellectual resource for the exercise of scientific reasoning. It was considered also that the schools are not yet fully prepared to work out differences (biological, social, cultural) of students with high skills. Thus, the difference becomes one of the main obstacles to the implementation of a teaching with quality and respect for human dignity. Finally, it was realized that the teacher is, like The ignorant master of Rancière (2002), an emancipated and emancipatory of intelligences. For when master and disciples are willing to learn, both (re) constructed and (re) form in their training.