At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.
The education of high ability/gifted (HA/G) students is assured by prevailing legislation which provides gifted children with the right to special education (BRASIL, 1996;VIRGOLIM, 2012; PISKE, 2014b). However, although special education is a right, many gifted children find themselves excluded at school REICH, 2015). In view of this, the purpose of this study is to investigate the implications of art and creativity to the social and emotional development of HA/G students in an inclusive context. This investigation is justified in that it seeks to explain the educational potential of artistic and creative activities. This is an exploratory qualitative study focussing on a case study. As such the data collection instruments we used were a semi-structured interview. The participants of this study were ten students identified as being HA/G attending public schools in a municipality in the State of Paraná. Based on the analysis of the data it was possible to perceive that art and creativity are an instrument that assists HA/G students in coping with their inner world, as well as providing opportunities for making use of their creative and innovative potential. As such this study points to the need to review teaching practices directed towards students with greater potential, as well as the need to investigate teaching methods which integrate artistic and creative activities in their educational practices.Keywords: Special education; High ability/giftedness; Art.
IntroduçãoA educação especial, sob o enfoque da perspectiva inclusiva, tem como premissa norteadora a valorização da diversidade no contexto escolar, tendo a instituição de ensino o papel de se adaptar e proporcionar medidas pedagógicas que atendam às particularidades do aluno que apresenta necessidades educacionais especiais, como também auxiliar no desenvolvimento de potenciais, respeitar as diferenças e atender aos alunos de acordo com suas necessidades educacionais especiais (BRASIL, 2001).Nesse sentido, a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2007), por sua vez, estabelece como objetivo o acesso, a participação e a garantia de aprendizagem dos alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação nas escolas regulares, ao passo que também propõe a orientação às instituições de ensino com o objetivo de atender às necessidades educacionais desses discentes.No que se refere especialmente aos discentes com altas habilidades/superdotação, Sabatella (2008) aponta que em nosso país há estimativa de que teríamos em nossa população quase 9 milhões de sujeitos talentosos e superdotados. Diante disso, para a autora, esse registro evidencia e justifica a preocupação em elaborar ações educacionais específicas destinadas aos alunos com potencial acima da média.
443Revista Educação Especial | v. 30 | n. 58 | p. 441-454 | maio/ago. 2017 Santa Maria Disponível em:
Educational practices that develop creativity depend on good teacher training. Teachers should be able to value the potential of their students. Teacher can promote a work with creative educational practices for this which it is necessary to develop in their students the ability to think in terms of possibility to explore various consequences and suggest changes and improvements to their own ideas. Teacher is a facilitator of the teaching-learning process and encourages the interests of their students. He/she should respect their feelings and emotions, allowing that each student has the freedom to express themselves in class in a positive emotional climate. Teacher should respect his/her students in accordance with their needs. Needs can be cognitive, social or emotional. It is possible to emphasize the importance of ludic teaching to attend psychological, cognitive, emotional and social needs of gifted students. Through ludic teaching, teachers can incite the desire to learn of these children and help them to develop their creative potential.
Based on the premise that art is an important activity for human development (Vygotsky), the aim of this study is to analyze the role of art in the everyday activities of schooling using conventional methods and also in schooling using alternative methods, the latter having been founded by Rudolf Steiner and referred to as Waldorf education. This study is justified by its making explicit the educational potential of art, whilst also seeking to contribute to the formation of teaching practices that consider the subject in a full manner. This is an exploratory qualitative study. Students and teachers from two elementary school classes of a municipal school in the State of Paraná were selected by convenience to take part in the study. Teachers and students from an elementary Waldorf reference school in the city of Curitiba were also selected. The participants were observed and the data were recorded in a field diary during one semester in each of the contexts. From the data collected it was possible to note that art is usually perceived as an element of leisure in schooling using conventional methods and its practice is based on mechanicalness. On the other hand, schooling using the alternative method uses art as a teaching tool, whereby the work of teaching is pervaded by the artistic element. This study brings indications of the need to review the importance given to art in traditional schooling, as well as to review practices that see art as an ally in the teaching process. As such, it would be fundamental for the Waldorf method to be better known, with the aim of contributing to the practice of teaching art in everyday schooling.
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