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Formação de professores face aos desafios da inclusão e do trabalho com alunos sobredotados
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O professor tem na sala de aula crianças com necessidades diferenciadas e precisa atender a todos no processo de ensino-aprendizagem: uma tarefa que requer conhecimento, bom senso e perceção correta das características de seus alunos. No caso da sobredotação, reconhecê-la e atuar de forma inclusiva requer que o professor tenha um conhecimento amplo sobre o tema e sobre a intervenção educativa nessas situações, pois não existe uma forma única de sobredotação.
Em Portugal, ainda há pouca investigação sobre a formação de professores em sobredotação, reforçando a pertinência do presente estudo que objetiva compreender os desafios que a inclusão de alunos sobredotados nas escolas coloca ao trabalho docente e à formação de professores do ensino básico, do ponto de vista de especialistas, professores, pais e alunos sobredotados.
Para alcançar os objetivos propostos e responder às questões da pesquisa, a investigação adotou a metodologia qualitativa enquadrada pelo paradigma fenomenológico interpretativo. Para a recolha de dados foram utilizadas entrevistas semi-estruturadas individuais com especialistas em sobredotação, grupos focais com pais e alunos, além de entrevistas semi-estruturadas individuais de aprofundamento com pais, alunos e professores. A recolha e análise dos dados permitiram obter informações mais completas, detalhadas e robustas sobre o fenómeno investigado e, com isso, poder contribuir para o conhecimento e prática de educadores e decisores.
Entre os principais resultados, os quatro tipos de participantes consultados (especialistas, professores, alunos e pais) associaram a realização de um trabalho inclusivo com sobredotados a três pilares: sensibilização da comunidade escolar para o tema da sobredotação; formação de professores adequada no tema e equidade nas práticas educativas.
The teacher has children with different needs in the classroom and needs to attend to everyone in the teaching-learning process—a task that requires knowledge, common sense, and correct perception of the characteristics of their students. In the case of giftedness, recognizing it and acting in an inclusive manner requires the teacher to have extensive knowledge on the topic and educational intervention in these situations, as there is no single form of giftedness. In Portugal, there is still little research on the training of gifted teachers, reinforcing the relevance of the present study, which aims to understand the challenges that the inclusion of gifted students in schools poses to teaching work and the training of basic education teachers, from the point of view of experts, teachers, parents, and gifted students. To achieve the proposed objectives and answer the research questions, the investigation adopted qualitative methodology framed by the interpretative phenomenological paradigm. To collect data, individual semi-structured interviews were used with specialists in giftedness, focus groups with parents and students, as well a individual semi-structured in-depth interviews with parents, students, and teachers. The collection and analysis of data allowed us to obtain more complete, detailed, and robust information about the phenomenon investigated and, therefore, to be able to contribute to the knowledge and practice of educators and decision-makers. Among the main results, the four types of participants consulted (experts, teachers, students, and parents) associated carrying out inclusive work with gifted people with three pillars: raising awareness of the school community on the topic of giftedness; adequate teacher training on the topic; and equity in educational practices (pedagogical differentiation).
The teacher has children with different needs in the classroom and needs to attend to everyone in the teaching-learning process—a task that requires knowledge, common sense, and correct perception of the characteristics of their students. In the case of giftedness, recognizing it and acting in an inclusive manner requires the teacher to have extensive knowledge on the topic and educational intervention in these situations, as there is no single form of giftedness. In Portugal, there is still little research on the training of gifted teachers, reinforcing the relevance of the present study, which aims to understand the challenges that the inclusion of gifted students in schools poses to teaching work and the training of basic education teachers, from the point of view of experts, teachers, parents, and gifted students. To achieve the proposed objectives and answer the research questions, the investigation adopted qualitative methodology framed by the interpretative phenomenological paradigm. To collect data, individual semi-structured interviews were used with specialists in giftedness, focus groups with parents and students, as well a individual semi-structured in-depth interviews with parents, students, and teachers. The collection and analysis of data allowed us to obtain more complete, detailed, and robust information about the phenomenon investigated and, therefore, to be able to contribute to the knowledge and practice of educators and decision-makers. Among the main results, the four types of participants consulted (experts, teachers, students, and parents) associated carrying out inclusive work with gifted people with three pillars: raising awareness of the school community on the topic of giftedness; adequate teacher training on the topic; and equity in educational practices (pedagogical differentiation).
Descrição
Palavras-chave
Formação de Professores Sobredotação Educação Inclusiva Trabalho docente Teacher Education Giftedness Inclusive Education Teaching work