Altas habilidades/superdotação: o que dizem as pesquisas sobre estas crianças invisíveis?

Abstract

ResumoEste estudo tem por objetivo analisar as teses e dissertações brasileiras, High skills / giftedness: what do the research on these invisible children say? AbstractThis study aims to analyze Brazilian theses and dissertations, from 2005 to 2014, which deal with the identification of students with high skills / giftedness. We conducted a survey with the Bank of Theses and Dissertations of the Coordination of Personal Improvement of Higher Education, the Brazilian Library of Thesis and Dissertations, the Platform Sucupira and the main Graduate Programs with production in the area of Special Education in Brazil. The descriptors used were Identification, High Abilities, Giftedness, Precocity, Talent and Endowment. When analyzing the results we found that 20% of all publications deal with identification, with 2012 being the year with the highest number of publications. Regarding the place and type of publications, the dissertations and the Federal University of São Carlos stand out. Regarding the categorization of research, we highlight the identification of students in specific contexts, specific publics and the elaboration of identification instruments.Keywords: Gifted; scientific research; identification. Altas habilidades/superdotación: ¿lo qué dicen las investigaciones sobre estos niños invisibles? ResumenEste estudio tiene por objetivo analizar las tesis y tesinas brasileñas, en el período de 2005 a 2014, que abordan la temática de la identificación de estudiantes con altas habilidades/superdotación. Realizamos un levantamiento junto al Banco de Tesis y Tesinas de la Coordinación de Mejora Personal de Nivel Superior, a la Biblioteca Brasileña de Tesis y Tesinas, a la Plataforma Sucupira y a los principales Programas de Postgrado con producción en el área de la Educación Especial en Brasil. Los descriptores utilizados fueron Identificación, Altas Habilidades, Superdotación, Precocidad, Talento y Dotación. Al analizar los resultados constatamos que el 20% del total de publicaciones abordan la temática de la identificación, siendo 2012 el año con número más elevado de publicaciones. En relación al sitio y tipo de publicaciones, se destacan las tesinas y la Universidad Federal de São Carlos. Cuanto a la categorización de las investigaciones, destacamos la identificación de estudiantes en contextos específicos, públicos específicos y elaboración de instrumentos de identificación.Palabras clave: Superdotados; investigación científica; identificación.Setembro/Dezembro de 2016: 561-568.

Identificação de Estudantes com Altas Habilidades/Superdotação no Ensino Superior1

“…When it comes to university students, this number is significantly lower, since giftedness in adulthood is rarely discussed in the literature. For this reason, there is an urgent need to develop works that favor the identification and monitoring of these students (Martins, Pedro, & Ogeda, 2016;Rinn & Bishop, 2015).…”

“…According to Pérez and Freitas (2014), one of the factors for this reality would be the misunderstanding on the part of educators about the real needs and difficulties encountered by these students, as well as the prejudices and myths involved regarding giftedness. In addition to these factors, there is still a great lack of knowledge about the legislation and the conduct of educational practices for the student, which contributes to the weakening of compliance with laws and resolutions (Martins, Chacon, & Almeida, 2018;Martins, Pedro, & Ogeda, 2016;Pérez & Freitas, 2014).…”

“…Such difficulties prevent access to stimulation and development programs, in addition to negative and false positive diagnoses. Therefore, by correctly identifying the underlying elements of giftedness, it is possible to understand them as a whole and thus improve interventional actions with this population (Martins, Pedro, & Ogeda, 2016;Nakano et al, 2015).…”

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

“…In the identification category, the authors found 18 productions and, concerning adult intellectual giftedness, only two. Martins, Pedro and Ogeda (2016) reviewed Brazilian theses and dissertations produced between 2005 and 2014 approaching the theme of identification of people with HA/G. Results show that, out of 91 listed publications, 18 were of identification and only one had been realized in a university environment with university teachers as participants and possible indicators of students with potential for HA/G.…”

Análise do percurso escolar de um estudante com altas habilidades em um contexto familiar multilíngue: um estudo de caso

“…Based on a survey of dissertations and theses between 2005 and 2014, Martins, Pedro and Ogeda (2016) found 91 studies on gifted students. Upon criticizing the lack of research in this field, and the lack of scientific tools to identify G/HS students, the authors emphasized that: "These gaps leave gifted students invisible within the school context, and their potential is very often unnoticed or not valued" (Martins, Pedro and Ogeda, 2016, p. 565-566).…”