Teacher training and high intellectual abilities/giftedness: a path still under construction

• Autor(a) principal: Rech, Andréia Jaqueline Devalle
• Data de Publicação: 2019
• Outros Autores: Negrini, Tatiane
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11080
• topic: Teacher training; Inclusive education; High intellectual ability; Intellectual giftedness.; Formación de maestros/profesores; Educación inclusiva; Altas capacidades; Superdotación.; Formação de professores; Educação inclusiva; Altas habilidades/superdotação.

This article aims at discussing the formation of teachers who work with inclusive education, focusing on the school inclusion of students with high intellectual abilities/giftedness (HIA/G). The discussion of the inclusion of these students in school is due to the fact that these students are enrolled in regular schools and, in many cases, their intellectual abilities are not identified. Consequently, their inclusion in schools is not effective, since pedagogical practices are not designed to meet their educational needs. In addition to that, there are still few Brazilian studies on this subject, making it difficult for the subject to be problematized and re-signified among teachers. This is a qualitative research of the exploratory type, in which the instrument for data collection was the interview. The interviews were recorded and later transcribed, categorized, and analyzed in a descriptive way based on the theoretical reference that anchored the research. Twelve teachers took part in this study. They teach the final years of elementary school in a state public school in the city of Santa Maria (Rio Grande do Sul, Brazil). The results showed, among other aspects, that the initial and / or continuous training of the 12 participants was fragile, since they did not feel capable of planning inclusive pedagogical practices that would serve students with HIA/G. Thus, it is necessary to broaden the debate regarding the identification of the HIA/G characteristics present in the students who have HIA/G. Thereby the forms of care these students are entitled to, and their inclusion in schools could be carried out more effectively.