Biblioteca Digital de VanguardiaThe student with high skills/giftedness in riverside school in Amazon
In this study we investigated the student with high skills/giftedness in a riverside School in Amapá’s Amazon with possibility of inclusion in school? A research based on the qualitative approach was conducted, from the following problem question: How has the inclusion of a student with high skills/...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2020
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/13421 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66018 |
| _version_ | 1782334858439163904 |
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| author | Ferreira, José Adnilton Oliveira Carneiro, Relma Urel Carbone |
| author_facet | Ferreira, José Adnilton Oliveira Carneiro, Relma Urel Carbone |
| author_sort | Ferreira, José Adnilton Oliveira |
| collection | Repositorio |
| description | In this study we investigated the student with high skills/giftedness in a riverside School in Amapá’s Amazon with possibility of inclusion in school? A research based on the qualitative approach was conducted, from the following problem question: How has the inclusion of a student with high skills/giftedness at a riverside school in the city of Mazagão in the state of Amapá been taking place? The study aimed to analyze the inclusion process of students with high skills/giftedness from the 1st to the 5th grade of elementary School. The locus of the research was a riverside school located in the municipality of Mazagão in the state of Amapá. For data collection, semi-structured interviews, observation and photographic recording were performed. The participants of this research were a teacher of the student's class with high skills/giftedness, a teacher of specialized educational attendance, a student with high skills/giftedness, a pedagogical coordinator and the school principal. The collected data was analyzed from the definition of the Aprioristic Category: school inclusion, as well as other intermediate categories and final categories that, in the case, are the non-aprioristic ones that emerged from the theoretical framework adopted in the research and Empirical research. As a result, this study brings significant theoretical and practical contributions to the process of inclusion of students with high skills/giftedness in this riverside School in the Amapá’s Amazon. The results showed that there are difficulties in the process of inclusion of this public related to various aspects such as the formation of teachers and of the entire school team, infrastructure, the organization of classrooms, among others, as well as, demonstrate the importance of research in this universe to strengthen theoretical-practical questions related to inclusion. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66018 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2020 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO660182022-03-18T19:30:32Z The student with high skills/giftedness in riverside school in Amazon O aluno com altas habilidades/superdotação em escola ribeirinha na Amazônia Ferreira, José Adnilton Oliveira Carneiro, Relma Urel Carbone School inclusion High abilities/giftedness Amapá’s Amazon Riverside education. Inclusão escolar Altas habilidades/superdotação Amazônia amapaense Educação ribeirinha. In this study we investigated the student with high skills/giftedness in a riverside School in Amapá’s Amazon with possibility of inclusion in school? A research based on the qualitative approach was conducted, from the following problem question: How has the inclusion of a student with high skills/giftedness at a riverside school in the city of Mazagão in the state of Amapá been taking place? The study aimed to analyze the inclusion process of students with high skills/giftedness from the 1st to the 5th grade of elementary School. The locus of the research was a riverside school located in the municipality of Mazagão in the state of Amapá. For data collection, semi-structured interviews, observation and photographic recording were performed. The participants of this research were a teacher of the student's class with high skills/giftedness, a teacher of specialized educational attendance, a student with high skills/giftedness, a pedagogical coordinator and the school principal. The collected data was analyzed from the definition of the Aprioristic Category: school inclusion, as well as other intermediate categories and final categories that, in the case, are the non-aprioristic ones that emerged from the theoretical framework adopted in the research and Empirical research. As a result, this study brings significant theoretical and practical contributions to the process of inclusion of students with high skills/giftedness in this riverside School in the Amapá’s Amazon. The results showed that there are difficulties in the process of inclusion of this public related to various aspects such as the formation of teachers and of the entire school team, infrastructure, the organization of classrooms, among others, as well as, demonstrate the importance of research in this universe to strengthen theoretical-practical questions related to inclusion. Neste estudo investigou-se a inclusão de um aluno com altas habilidades/superdotação em escola ribeirinha na Amazônia Amapaense. Para tanto realizou-se uma pesquisa baseada na abordagem qualitativa, a partir da seguinte questão de pesquisa: Como tem se dado a inclusão escolar de um aluno com altas habilidades/superdotação em uma escola ribeirinha no município de Mazagão no Estado do Amapá? A pesquisa teve como objetivo geral analisar o processo de inclusão de alunos com altas habilidades/superdotação do 1º ao 5º ano do Ensino Fundamental. O lócus da pesquisa foi uma Escola ribeirinha localizada no município de Mazagão no Estado do Amapá. Para a coleta dos dados foram realizadas entrevistas semiestruturadas, observação e registro fotográfico. Os participantes da referida pesquisa foram um professor da turma do aluno com altas habilidades/superdotação, um professor do Atendimento Educacional Especializado, um aluno com altas habilidades/ /superdotação, um coordenador pedagógico e o diretor da escola. Os dados coletados foram analisados a partir da análise de conteúdo, considerando a definição da categoria apriorística: inclusão escolar, assim como outras categorias intermediárias e categorias finais que no caso são as não apriorísticas que emergiram do referencial teórico adotado na pesquisa e da investigação empírica. Os resultados apontaram que existem dificuldades, no processo de inclusão deste público, relacionadas a vários aspectos como a formação de professores e de toda equipe escolar, de infraestrutura, de organização das salas de aula, entre outros, bem como, demonstraram a importância de pesquisas neste universo para o fortalecimento de questões teórico-práticas relativas à inclusão. 2020-01-06 2022-03-18T19:30:32Z 2022-03-18T19:30:32Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/13421 10.22633/rpge.v24i1.13421 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66018 por eng https://periodicos.fclar.unesp.br/rpge/article/view/13421/8916 https://periodicos.fclar.unesp.br/rpge/article/view/13421/8994 Copyright (c) 2020 Revista on line de Política e Gestão Educacional application/pdf application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 24, n. 1, jan/abr. (2020); 247-269 1519-9029 10.22633/rpge.v24i1 |
| spellingShingle | School inclusion High abilities/giftedness Amapá’s Amazon Riverside education. Inclusão escolar Altas habilidades/superdotação Amazônia amapaense Educação ribeirinha. Ferreira, José Adnilton Oliveira Carneiro, Relma Urel Carbone The student with high skills/giftedness in riverside school in Amazon |
| title | The student with high skills/giftedness in riverside school in Amazon |
| title_full | The student with high skills/giftedness in riverside school in Amazon |
| title_fullStr | The student with high skills/giftedness in riverside school in Amazon |
| title_full_unstemmed | The student with high skills/giftedness in riverside school in Amazon |
| title_short | The student with high skills/giftedness in riverside school in Amazon |
| title_sort | student with high skills/giftedness in riverside school in amazon |
| topic | School inclusion High abilities/giftedness Amapá’s Amazon Riverside education. Inclusão escolar Altas habilidades/superdotação Amazônia amapaense Educação ribeirinha. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/13421 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66018 |