O Atendimento Educacional Especializado em Arte para Estudantes com Altas Habilidades/Superdotação

• Autor(a) principal: Cavalheiro, Juliana Moreno
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/4763
• topic: Educação Especial; Altas Habilidades e Superdotação; Métodos de Ensino e Aprendizagem; Educação Inclusiva; Educação em Artes; Atendimento Educacional Especializado; Atendimento Educacional Especializado em Arte

The topic of High Abilities and Giftedness has gradually gained space in academic research in the area of Special Education. Brazilian legislation provides guarantees for the right of access to Specialized Educational Assistance to this public, but the difficulty in identifying and unaware of such rights, the right to specialized educational assistance, accentuates the invisibility of differences and prevents access to the proposed inclusive and effective education in the law. The present study intends to know the functioning - from identification, referrals and actions - undertaken in the Specialized Educational Service (AEE) carried out at the Multidisciplinary State Service Center (CEAM), in the municipality of Campo Grande - MS. In the empirical field, the collection of information took place through face-to-face visits to the center and interviews with the coordination, management, professors in the visual arts area and three AEE students in the arts. In this process, we seek to emphasize the perspective of the student with High Abilities and Giftedness in the area of Arts. During the research, due to the COVID-19 Pandemic, schools and teaching centers suspended face-to-face service. As a result, there was a need to change the methodology, with the first stage of the research being carried out in person and the second stage of collecting information via videoconferencing, zoom meeting, cell phone and Google Meet. The information obtained in the data collection was analyzed and organized in thematic axes and the theoretical production of this study was based on the historical-cultural perspective that considers the social processes in the construction and transmission of knowledge. CEAM is still a little known reality, even in the school community. The High Ability and Gifted student's access to a space organized to meet their educational needs, promotes experiences and learning that enable the development of their cognitive and artistic potential, as well as other gains in interpersonal relationships.