Sobre altas habilidades/superdotação: o direito de ser diferente na escola
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Data
2013-10-01
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Universidade Federal de Goiás
Resumo
The inclusion paradigm involves the restructuration of education systems, based on the
recognition of diversity in the classroom. Thus, from the perspective of inclusive education,
studies for people with special educational needs, specifically those with exceptional aptitude/
giftedness should be addressed in a special way in teacher formation courses. Such courses
should also be responsible for preparing human resources to meet this new demand and such
issues can and should be problematized in these courses. This study deals with the concept
of exceptional aptitude/giftedness and presents a brief historical overview on how to deal
with these students. It also provides explanations on the national educational policies which
underlie this care and the Center for Exceptional aptitude/giftedness which was recently
founded to attend to this specific aspect of inclusive education.
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Palavras-chave
Altas habilidades/superdotação, Inclusão escolar, Exceptional aptitude/giftedness, Inclusive education
Citação
GARCIA, Anna M. C. et al. Sobre altas habilidades/superdotação: o direito de ser diferente na escola. Revista Polyphonía, Goiânia, v. 22, n. 2, p. 77-90, 2011. DOI 0.5216/rp.v22i2.26666. Disponível em: https://revistas.ufg.br/sv/article/view/26666/15266. Acesso em: 09 ago. 2023.