O papel do professor do ensino regular e do professor especializado enquanto parceiros no processo de inclusão do aluno com altas habilidades/superdotação na rede regular de ensino

Abstract

Nowadays, one of the greatest challenges of education is to offer good quality education to everyone, considering the diversity and the differences, and respecting each student’s specificities. Educating in an inclusive context requires not only a change in the teachers’ attitude, but also a change in all the segments that are involved in this task (school x family x society).The present article aims to analyze the change in the posture of the school, more specifically the teacher’s, when receiving a student with high abilities/giftedness amidst so much diversity. The development of this subject was enabled through a study case, which was focused on identifying the pedagogical strategies that potentialized the learning process of the students with high abilities/giftedness in the regular teaching classroom. The lack of knowledge with regards to high abilities/giftedness, the myths that label such students, the closed curriculums and the pedagogical practices directed to average and bellow average students are some of the barriers that need to be overcome for that the specificities of students with high abilities/giftedness be respected and their potential be stimulated and developed.