Why, School, Why? Gifted students with academic failure
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | |
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. |
id |
UFRGS-9_63ca3287ea82961921b6bef0522c1d82 |
---|---|
oai_identifier_str |
oai:seer.ufrgs.br:article/60798 |
network_acronym_str |
UFRGS-9 |
network_name_str |
Educação & Realidade |
repository_id_str |
|
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 |
_version_ |
1799766986702454784 |