Políticas públicas para as Altas Habilidades/Superdotação: incluir ainda é preciso

Abstract

This paper examines the Brazilian public policies for students with High Abilities/ Giftedness (HA/GT), considering the currently ruling laws, verifying as causes of lack and precariousness of such policies, the dependence of specialized educational service offer to a demand still not assessed; the deficient understanding of regional educational realities, the circumscription of legal documents exclusively to the educational context; the poor knowledge (or even lack of knowledge) of laws, rules and guidelines and of real difficulties and needs of such students and the ideological prejudice. It concludes that the real inclusion of students with HA/GT requires the correct identification and record of such students in the school census; the promotion of a deeper knowledge on laws, rules and guidelines and its inspection by public agencies; the necessary initial and continued education of teachers, professionals and school managers on HA/GT and their needs; the technical and financial support and control of the work developed by the Centers of Activities on HA/GT. It also requires legal mechanisms assuring the access to the specialized educational services to most Brazilian students with HA/GT, children of low income families who have no financial and/or cultural resources to assure such right, as well as the elimination of economic, cultural and attitudinal barriers as object of the legal devices granting accessibility to people with special educational needs; the indispensable inclusion of specific educational modules on special educational services in training and specialization courses offered by public agencies and, finally, the elimination of the unfounded ideological prejudice.

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

“…Considering this, it can be said that the identification process is challenging because it results from the evaluation of the presence of the intensity and consistency in the behaviors associated with the phenomenon. It should be a continuous process which is not based only on a report indicating whether the individual is gifted (Pérez & Freitas, 2014).…”

Identificação de Estudantes com Altas Habilidades/Superdotação no Ensino Superior1

“…The results presented offer a possibility to identify and monitor these students. Regarding the intervention stage, the proposals brought are in agreement with authors in the area, who agree with the need for practices that aim to develop curricular enrichment, which can occur in different ways, also providing student development programs, individually or in a group (Lima, 2011;Matos & Maciel, 2016;Pérez & Freitas, 2014;Simonetti, Almeida, & Guenther, 2010).…”

“…Although legislation guarantees gifted students the right to SES, its practice does not happen very often. According to Pérez and Freitas (2014), one of the factors for this reality would be the misunderstanding on the part of educators about the real needs and difficulties encountered by these students, as well as the prejudices and myths involved regarding giftedness. In addition to these factors, there is still a great lack of knowledge about the legislation and the conduct of educational practices for the student, which contributes to the weakening of compliance with laws and resolutions (Martins, Chacon, & Almeida, 2018;Martins, Pedro, & Ogeda, 2016;Pérez & Freitas, 2014).…”

Identificação de Talento Criativo e Intelectual na Sala de Aula

“…It requires judicious methods, must be grounded in current concepts and theories, comply with a sequence of careful and systematic observation and care procedures, make use of appropriate instruments, and receive support from the school (Nakano, Campos, & Santos, 2016;Pocinho, 2009;Reyero & Tourón, 2000). Such aspects are only obtained through training of teachers and professionals (Pérez & Freitas, 2014) which, incidentally, is one of the most important and consistent contributions to education (Araújo, 2011;Virgolim & Konkiewitz, 2014;Wechsler & Souza, 2011). The use of tests and measurements must meet the international scientific standards proposed by the International Test Commission (2001) and required by the Federal Council of Psychology (2007,2010).…”