A percepção dos coordenadores de licenciaturas da UEL sobre altas habilidades/superdotação

Abstract

RESUMO: o presente relato de pesquisa procura mostrar como a temática de altas habilidades/superdotação (AH/SD) foi vislumbrada por docentes do ensino superior, buscando conhecer, mais especificamente, qual percepção tinham os coordenadores dos colegiados dos cursos de licenciatura da Universidade Estadual de Londrina (UEL) acerca desse tema. Objetivou-se identificar a percepção dos coordenadores dos colegiados dos cursos de licenciatura da UEL a respeito de AH/SD. A pesquisa descritiva, de análise quali-quantitativa, teve como participantes 14 docentes, coordenadores dos colegiados das licenciaturas. A entrevista semiestruturada foi utilizada para a coleta de dados. Após a transcrição, as falas foram submetidas à análise de conteúdo. Os resultados indicaram que a percepção dos docentes sobre a temática AH/SD era ainda elementar, utilizaram do senso comum ao tratar da superdotação, não reconheciam seus estudantes com potencial de AH/SD; entretanto, apontavam diversos indicadores em alunos, dos cursos nos quais atuavam, condizentes com os elencados na literatura da área. Notou-se, portanto, que é preciso que pesquisas nesta área continuem sendo realizadas e que sejam ofertadas formações para que os docentes do ensino superior possam desvencilhar-se de ideias próprias do senso comum e dos mitos que envolvem a temática AH/SD. PALAVRAS-CHAVE:Educação Especial. Altas habilidades/superdotação. Ensino superior. Curso de licenciatura.ABSTRACT: This research report aimed at investigating how the issue of high abilities/giftedness (HA) has been envisioned by college professors, seeking to learn more specifically about the perception of this topic among the college deans of undergraduate courses at the State University of Londrina (UEL). The following goal was established: to identify the perception about HA among the collegiate coordinators of undergraduate courses at UEL. This descriptive, qualitative and quantitative analysis was done with 14 professors who are college deans of undergraduate courses. An interview with semi-structured guidelines was used for data collection. The data was subjected to content analysis after its transcription. The results indicated that the professors' perception about HA is still elementary. They use common sense when dealing with giftedness and do not recognize their students with HA potential. However they point out several indicators in their students which are consistent with those listed in the literature. It is therefore observed that there is a need for continuing research in this area and that courses need to be offered about the subject, so that college professors can break away from common sense ideas and myths surrounding the subject.

Altas Habilidades/Superdotação No Ensino Superior: Análise De Dissertações E Teses Brasileiras

“…In the present review on higher education, the identification of people with HA/G was the most frequent theme, present in four researches (Lima, 2011;Peranzoni, 2013;Costa, 2016;Oliveira, 2016). Three researches brought descriptions of how professionals that deal or will have to deal with people with HA/G feel about the theme and about people with this condition (Lima, 2011;Cianca, 2012;Souza, 2017).…”

“…Concerning their conceptions of HA/G, most teachers rely on common sense and the ones that do try to provide these students with pedagogical support and different strategies do so informally without a focus on the characteristics of HA/G or the specific need for curricular enhancements these students present. The research by Cianca (2012) had the objective to investigate, by means of a semi-structured interview, the perceptions of 144 teachers in higher education on the HA/G theme. These teachers were coordinators in the graduation courses at a federal university.…”

“…The theme of identification and development of adult individuals with characteristics of HA/G does not occur very often in public or private education systems (Pereira & Barbosa, 2011;Cianca & Marquezine, 2014). Rinn and Bishop (2015) argue that studies with intellectually gifted adults are rare.…”

“…According to Cianca and Marquezine (2014), the university environment, despite the tradition of sending students out to projects and more specific studies, as an attempt to satisfy the necessities of those considered to be intellectually gifted, seems to remain an inefficient solution to the problem. University students with HA/G who were not identified in the previous years, should now have the opportunity to experience different proposals in order to develop their skills as a means to avoid invisibility, according to Pérez (2003), meet their own expectations and feel successful.…”

Revisão das produções científicas sobre altas habilidades/superdotação no Brasil no período de 2011 a 2015

“…As próprias características que definem uma pessoa com AH/SD ainda não estão claras para grande parte da população, principalmente para os professores, que deveriam fazer o encaminhamento para serviços especializados. Tal caracterização, segundo diferentes estudos, ainda é permeada por mitos e crenças (RANGINI;COSTA, 2012;CIANCA;MARQUEZINE, 2014;FREITAS, 2014).…”