Sentidos de professores e gestores sobre a educação de pessoas com altas habilidades

Abstract

The present paper reports the carrying out of an intervention research with the objective of analyzing the senses of teachers and basic education managers about their practices with high ability students. In this study we were motivated to build information on the relationship between the struggle on identifying high ability students in the classroom and the proposing of resources to evaluate their learning. The intervention consisted in three workshops with which different activities were carried out to instigate the writing of narratives about pedagogical practices directed to high ability students by educators. The workshops were carried out in virtual format using Google Meet and in the activities various materials, such as photographs and incomplete statements, were used. As for the results we could confirm literary observations that point to the relationship between the struggle to identify high ability cases in the classroom and the inability of basic education teachers to elaborate appropriate methods and tools to cater for these students. Apart from that, we add to this notice some explanations on how the evaluation processes may be requirements to favor or threaten the dream of educational inclusion.