O saber e a prática do(a) professor(a) do atendimento educacional especializado (AEE) na escolarização do(a) educando(a) com altas habilidades/superdotação no estado de Goiás

Abstract

The realization of this research arose from the need observed in my professional practice in the area of Special Education, with the work with the High Skills / Giftedness (AH/S), in Basic Education. This public has high potential in learning and specific interests, require enriching educational experiences, capable of favoring the full development of their capabilities, however, one of the main challenges in the area is to find effective ways to indicate, with precision and agility, students that demonstrate characteristics of AH/S, for a future specialized evaluation. The study has as general objective, to investigate the knowledge of the teachers responsible for Specialized Educational Care (ESA) on AH/S, and how these knowledge are being applied in the schooling of the student with AH/S in the State of Goiás. The method of the approach was qualitative, with data collection using a questionnaire, a semi-structured interview and documentary analysis of the Pedagogical Political Projects (PPP) of the participating institutions of the research. The field research was conducted in 12 state schools in the State of Goiás, applied to 12 teachers who work in the multifunctional resource rooms, contemplating 03 Regional Coordinations of Education of the network. The theoretical framework is based on the conception of Joseph Renzulli (1997; 2004), complemented by authors such as Angela Virgolim (2007), Cristina Delou (2007), Denise Fleith (2001; and 2022), Eunice Alencar (2001), Howard Gardner (1995; 2003), Robert Sternberg (1997;2000 and 2003), among others, whose researches have contributed significantly to the field of AH/S. This field research made it possible to identify several obstacles in the referral process for AH/S evaluation, such as gaps in the understanding of the concept of giftedness/talentedness, insufficient professional training on the topic, difficulties in the articulation between schools, AEE, and NAAH/S, and limited institutional recognition and appreciation of issues related to AH/S. Thus, it resulted in the elaboration of the educational product entitled Indication Survey for High Skills/Giftedness - SIPAHS, developed during the Professional Master in Teaching in Basic Education of the Stricto Sensu Graduate Program of CEPAE/UFG. SIPAHS is a pedagogical software2 created to support teachers in the indication of students with characteristics of AH/S, offering a practical and objective instrument based on recognized criteria, which makes this process more functional. The product is available in the mode of software entitled SIPAHS.