Percepções dos professores de ensino comum acerca dos alunos com altas habilidades/superdotação: a importância de romper estereótipos

Abstract

The inclusion of students with characteristics of high abilities/giftedness (HA/GT) in common schools makes it relevant to carry out studies addressing the issues on visualizing this public that can lead to their educational, emotional and social development. Therefore, this work analyzed the narratives of common education teachers, verifying their conceptions about students with HA/GT and how the inclusion of this theme in initial or continuing education interfered on the understanding of this public. The base researchers were Renzulli (2014), Gardner (2000), Freitas and Rech (2005), Pérez (2003), Winner (1998), among others. The methodology used was the case study with qualitative approach, having as survey respondents five common school teachers from the municipal public system of a small city in the state of Rio Grande do Sul. Data collection took place through a semi-structured interview, carried out individually through the Google Meet platform, in November 2021. The results obtained exposed the existence of misconceptions about HA/GT in the speeches of the interviewed teachers, as well as a lack of the training offered to these professionals regarding HA/GT. Through the participants' reports, it was verified that the initial and/or continued training proved to be insufficient for them to break with the misconceptions about students who present characteristics of HA/GT. Therefore, the importance and consequently the need for greater investment by teachers in courses, study and individual reflection regarding learning about HA/GT were identified, thus deepening and expanding the debate on this issue in order to minimize the misconceptions that surround them, contributing to effective school inclusion.