Por quê, Escola, Por quê? Estudantes sobredotados com insucesso escolar

Abstract

RESUMO -Por quê, Escola, Por quê? Estudantes sobredotados com insucesso escolar. Neste estudo de caso, de caráter descritivo-interpretativo, pretende-se identificar fatores de desenvolvimento e (in)sucesso escolar de jovens com características de sobredotação, na escolaridade obrigatória (12 a 16 anos). As narrativas apresentadas pelos investigadores revelam as relações entre características individuais e orientações escolares nem sempre aceites. A análise clarifica o tédio, frustração e fracasso que enfrentam estes alunos no cotidiano, tomada de decisão de alheamento, confronto ou 'crise de identidade' para a homogeneização e cumprimento de tarefas rotineiras que a escola oferece. Revelam ainda o relevo dos papéis do professor na diferenciação curricular e, em certos casos, no sucesso escolar dos estudantes. Palavras-chave: Educação Especial. Sobredotação. Insucesso Escolar. Currículo. Diferenciação Curricular.ABSTRACT -Why, School, Why? Gifted students with school underachievement. In this case study, with a descriptive and interpretive nature, we intend to identify development factors and school (under)achievement of 12-16-year-old youth with giftedness characteristics in the compulsory education. The narratives from the researchers show relations between i dividual characteristics and school guidance that have not been always accepted. The analysis clarifies the boredom, frustration and underachievement faced by these students in everyday life; the decision-making of detachment, confrontation or 'identity crisis' for the homogenization; and, the compliance with routine tasks provided by the school. They also reveal the significant role of the teacher in the curriculum differentiation as well as, in some cases, the academic achievement of the students.

Queixas Escolares Apresentadas Por Estudantes Com Altas Habilidades / Superdotação: Relato Materno

“…Some teachers also did not have a different look at these PAEE students, nor did they offer challenging situations, stimuli and diversified activities in the school environment; with that, demotivation was installed in the classroom. As for these findings, it is of utmost importance that teachers offer challenges to students with HA/ GD in the classroom, so that their routine is more attractive, challenging, stimulating and dynamic, given that these students are faster in comparison to their peers and need a different perspective from the school teaching staff, as well as the practice of planning specific activities, thus avoiding boredom, monotony and sadness in the classroom (Freeman & Guenther, 2000;Fleith , 2009;Carvalho & Cruz, 2017;Bergamin, 2018). Alencar (2007) points out that the teacher's lack of knowledge about the theme of HA/ GD can impair the student's performance, making it difficult to develop their potential.…”