Reflexões acerca do atendimento escolar de alunos com AH/SD: repensando a questão da escuta do aluno e de suas necessidades afetivas

Abstract

This article aims to analyze the educational context in which the gifted student is included. In this sense, we tried to do a reflection, from a theoretical construct about the proposed school care provided to this student and, above all, of rethinking the roles of the psychologist in this process, suggesting actions and practices for dealing with the emotional demands of the actors involved in this scenario. It supports the importance of "listening", a psychoanalytic perspective, and the proposal for enrichment of Joseph Renzulli (1978). In this interdisciplinary field to pupil attendance, we find the work of psychologist developed jointly with teachers both in institutional issues, but also intervened in the emotional and relational aspects of gifteds students. Officers of education, which includes the psychologist, need to promote interdisciplinary and build something new and different from everything that has been practiced in the school demanding that effect a paradigm shift, where flexibility, listening and dialogue are common practices among the staff of the educational process in search of that all learn and also teach.