This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to escape from school for not having reason to attend it. According to Piaget's theory, the process of creation and of new discoveries is being driven by affection. The creation itself is the result of the interaction and balance between assimilation and accommodation, thus representing a new adaptation, which integrates the affective and cognitive aspect. The process of imagination, creation, invention toward new discoveries depends on how the school performs the necessary referrals for a stimulating environment of creativity. In this sense, we should always rely on the support of a team of professionals prepared to offer a quality education that aims a full human development.
There is increasing recognition of the need to encourage students of diverse educational levels to develop independent and creative reasoning. Teachers are therefore fundamental mediators in the planning of teaching strategies intended to develop these competencies. Taking these assumptions as a reference, a study 1 was developed with the aim of investigating the interactive dynamics used in a Brazilian school to work with a high ability/gifted student, as well as to identify how this student's relations with other subjects at school (colleagues, teachers, deputy head teacher (pedagoga)) are established. The qualitative research method was used, collecting data based on semistructured interviews, focusing on a case study. The study involved one gifted student, his parents, six teachers and one deputy head teacher (pedagoga). The study showed that despite getting on well with his teachers, he has difficulty in making friends with students of his age. With regard to his involvement at school, he performs mental calculations easily and expresses himself mathematically in a creative manner, proposing differentiated ways of solving problems in the classroom. Nevertheless, the study confirmed that some teachers still have difficulty in working with gifted students. On the other hand, despite the difficulties, some teachers have made efforts to develop teaching practices based on social interaction, enabling the sharing of knowledge and skills among students, in addition to encouraging students to seek meaning in what they study. These practices are similar to the quest for meanings that Vygotsky
A pesquisa que originou o presente artigo teve como objetivo analisar a implantação e desenvolvimento do Programa de Desenvolvimento Educacional (PDE) do Estado do Paraná - Brasil, quanto a questões relacionadas à formação continuada de professores, a partir do olhar de professores PDE. A investigação teve como foco principal avaliar as experiências vivenciadas por professores inscritos no PDE, em curso na Universidade Federal do Paraná - UFPR, durante a fase de implantação do Projeto de Intervenção, que acontece no retorno às suas respectivas escolas, e os impactos que ocorreram no processo de formação continuada de professores e pedagogos. A metodologia adotada teve como referência os princípios e métodos da pesquisa qualitativa, que contribuíram para a revisão e complementação das questões que seriam abordadas em entrevista semiestruturada, os quais nortearam os depoimentos de pedagogos e de professores da rede pública estadual, que atuam em diferentes áreas do conhecimento, inscritos no PDE – PR. O resultado da investigação apontou para a confirmação de que as experiências vivenciadas pelos professores e pedagogos foram enriquecedoras, destacando-se a satisfação da maioria em retornar à universidade. Reforça-se o entendimento de que a formação – inicial e continuada – de professores intelectuais passa indiscutivelmente pela aproximação entre a escola e a universidade, com ênfase na continuação e ampliação do diálogo entre universidades e instituições públicas que ofertam o ensino básico e órgãos responsáveis pela execução de políticas educacionais.
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