FORMAÇÃO CONTINUADA DE DOCENTES PARA INCLUSÃO DE ESTUDANTES COM ALTAS HABILIDADES/SUPERDOTAÇÃO: Um enfoque nas escolas da rede estadual de São Luís – Polo V

Abstract

This dissertation aimed to investigate the initial process of identifying students with high abilities/giftedness (HA/G) in the regular education through continued training for teachers in order to elaborate a Pedagogical Guidelines Notebook to help teachers in the identification of this target audience and how to monitore them. The research was carried out at Pole V that belongs to the state educational system in São Luís/MA and it included two Educational Centers: Joaquim Gomes de Sousa (in Cohab Anil III) and Estado do Mato Grosso (in Forquilha) by involving two teachers and one first-yearhigh school student from each Institution. The research approaches were qualitative, exploratory and collaborative and it was based on a bibliographic and documentary analysis as well as in structured interviews with the Portuguese Language and History teachers and also a semi-structured questionnaire applied to first-year students in high school. Workshops complemented the data collection focusing in the behavioral characteristics of the students with HA/G. The analysis based on Bardin (2011) has revealed obstacles such as limiting of the training, the lack of data from the competent bureau and the scarcity of resources. However, the teachers have demonstrated interest and receptivity in relation to this theme despiste the lack of specific training. As a final resul it was created a Pedagogical Guidelines Notebook which aims the inclusive and efficient pedagogical practices to the development of the potentiality in students with HA/G. These dissertation concludes that the continued training is essential to improve the identification and pedagogical assistance for these students by emphasising the necessity of a more structured educational policy that includes this audience in basic education.