Why, School, Why? Gifted students with academic failure

Detalhes bibliográficos
Autor(a) principal: Carvalho, Maria de Lurdes Dias
Data de Publicação: 2017
Outros Autores: Cruz, Judite Zamith
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60798
Resumo: In this case study of a descriptive and interpretive nature it is intended to identify developmental factors and the success/failure at school of gifted youngsters (aged 12 to 16 years old) in compulsory education. The narratives presented by researchers show that the relationships between individual characteristics and school guidance are not always accepted. The analysis clarifies the boredom, frustration and failure facing these students in their everyday life, absent-minded decision-making, opposition or ‘identity crisis’ related to their standardization and compliance with routine tasks that the school requires today. They also reveal the importance of the role of the teacher in terms of curriculum differentiation and, in some cases, the academic success of the students.
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spelling Why, School, Why? Gifted students with academic failurePor quê, Escola, Por quê? Estudantes sobredotados com insucesso escolarSpecial Education. Giftedness. School Failure. Curriculum. Curricular Differentiation.Educação Especial. Sobredotação. Insucesso Escolar. Currículo. Diferenciação Curricular.In this case study of a descriptive and interpretive nature it is intended to identify developmental factors and the success/failure at school of gifted youngsters (aged 12 to 16 years old) in compulsory education. The narratives presented by researchers show that the relationships between individual characteristics and school guidance are not always accepted. The analysis clarifies the boredom, frustration and failure facing these students in their everyday life, absent-minded decision-making, opposition or ‘identity crisis’ related to their standardization and compliance with routine tasks that the school requires today. They also reveal the importance of the role of the teacher in terms of curriculum differentiation and, in some cases, the academic success of the students.Neste estudo de caso, de caráter descritivo-interpretativo, pretende-se identificar fatores de desenvolvimento e (in)sucesso escolar de jovens com características de sobredotação, na escolaridade obrigatória (12 a 16 anos). As narrativas apresentadas pelos investigadores revelam as relações entre características individuais e orientações escolares nem sempre aceites. A análise clarifica o tédio, frustração e fracasso que enfrentam estes alunos no cotidiano, tomada de decisão de alheamento, confronto ou ‘crise de identidade’ para a homogeneização e cumprimento de tarefas rotineiras que a escola oferece. Revelam ainda o relevo dos papéis do professor na diferenciação curricular e, em certos casos, no sucesso escolar dos estudantes.FACED - UFRGS2017-06-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60798Educação & Realidade [Education & Reality]; Vol. 42 No. 3 (2017)Educação & Realidade; v. 42 n. 3 (2017)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60798/48615Copyright (c) 2017 Educação & Realidadeinfo:eu-repo/semantics/openAccessCarvalho, Maria de Lurdes DiasCruz, Judite Zamith2018-06-25T19:06:59Zoai:seer.ufrgs.br:article/60798Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-06-25T19:06:59Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Why, School, Why? Gifted students with academic failure
Por quê, Escola, Por quê? Estudantes sobredotados com insucesso escolar
title Why, School, Why? Gifted students with academic failure
spellingShingle Why, School, Why? Gifted students with academic failure
Carvalho, Maria de Lurdes Dias
Special Education. Giftedness. School Failure. Curriculum. Curricular Differentiation.
Educação Especial. Sobredotação. Insucesso Escolar. Currículo. Diferenciação Curricular.
title_short Why, School, Why? Gifted students with academic failure
title_full Why, School, Why? Gifted students with academic failure
title_fullStr Why, School, Why? Gifted students with academic failure
title_full_unstemmed Why, School, Why? Gifted students with academic failure
title_sort Why, School, Why? Gifted students with academic failure
author Carvalho, Maria de Lurdes Dias
author_facet Carvalho, Maria de Lurdes Dias
Cruz, Judite Zamith
author_role author
author2 Cruz, Judite Zamith
author2_role author
dc.contributor.author.fl_str_mv Carvalho, Maria de Lurdes Dias
Cruz, Judite Zamith
dc.subject.por.fl_str_mv Special Education. Giftedness. School Failure. Curriculum. Curricular Differentiation.
Educação Especial. Sobredotação. Insucesso Escolar. Currículo. Diferenciação Curricular.
topic Special Education. Giftedness. School Failure. Curriculum. Curricular Differentiation.
Educação Especial. Sobredotação. Insucesso Escolar. Currículo. Diferenciação Curricular.
description In this case study of a descriptive and interpretive nature it is intended to identify developmental factors and the success/failure at school of gifted youngsters (aged 12 to 16 years old) in compulsory education. The narratives presented by researchers show that the relationships between individual characteristics and school guidance are not always accepted. The analysis clarifies the boredom, frustration and failure facing these students in their everyday life, absent-minded decision-making, opposition or ‘identity crisis’ related to their standardization and compliance with routine tasks that the school requires today. They also reveal the importance of the role of the teacher in terms of curriculum differentiation and, in some cases, the academic success of the students.
publishDate 2017
dc.date.none.fl_str_mv 2017-06-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60798
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60798
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60798/48615
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação & Realidade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação & Realidade
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 42 No. 3 (2017)
Educação & Realidade; v. 42 n. 3 (2017)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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