GIFTEDNESS: A SURVEY ABOUT BRAZILIAN CHILDREN AND EDUCATOR’S (MIS) CONCEPTION / SUPERDOTACIÓN: INVESTIGACIÓN SOBRE NIÑOS BRASILEÑOS Y LA CONCEPCIÓN (ERRÓNEA) DE EDUCADORES

Authors

  • Taís Crema Remoli Ferreira MA, Development and Learning Psychology, São Paulo State University, Brazil
  • Vera Lúcia Messias Fialho Capellini PhD, Special Education, Federal University of São Carlos, Brazil
  • Eliana Marques Zanata PhD, Special Education, Federal University of São Carlos, Brazil
  • Elana Simone Schiavo Caramano MA, Basic Education Teaching, Sao Paulo State University, Brazil
  • Laís Mayssi Rodrigues BA, Education, Methodist University of Piracicaba, Brazil
  • Regiani Aparecida Zacarias PhD, Linguistics – Language Studies, State University of Londrina, Brazil

DOI:

https://doi.org/10.46827/ejse.v0i0.2654

Keywords:

giftedness, elementary school, special education, teachers / superdotación, escuela primaria, educación especial, docentes

Abstract

This study aimed to identify the number of gifted children, and the teachers’ (mis) conception about giftedness. The study was carried out in public schools in the city of Bauru in the state of São Paulo, Brazil. Data was collected by asking teachers to fill in a standardized form about the characteristics of gifted children and to answer a questionnaire agreeing or disagreeing with assumptions regarding gifted students’ behavior. The research was carried out with 111 teachers from elementary school: 82% with a major degree in pedagogy and 22.5% with a post-graduation (lato sensu) course. This research revealed important and relevant data that may be used as guidelines to plan teacher development courses and seminar on the subject, including that 29% of the teachers have little knowledge on the subject; 36,9% teacher were currently teaching gifted students and 93,6% of them had students with three or more characteristics of giftedness in their classes. Gifted children were mostly reported in Arts (19.82%), secondly in logical reasoning (5.41%), and thirdly in intelligence (4.5%).

 

Este estudio tuvo como objetivo identificar la cantidad de niños superdotados y la concepción (errónea) de los maestros sobre la superdotación. El estudio se realizó en escuelas públicas de la ciudad de Bauru en el estado de Sao Paulo, Brasil. La fecha se recopiló solicitando a los maestros que rellenen un formulario estandarizado sobre las características de los niños superdotados y que respondan a un cuestionario de acuerdo o en desacuerdo con los supuestos sobre el comportamiento de los alumnos superdotados. La investigación se realizó con 111 docentes de la escuela primaria: 82% con especialización en pedagogía y 22.5% con un curso de posgrado (lato sensu). Esta investigación reveló datos importantes y relevantes que pueden usarse como pautas para planificar cursos y seminarios de desarrollo docente sobre el tema, incluido que el 29% de los maestros tienen poco conocimiento sobre el tema; el 36.9% de los maestros actualmente enseñaban a estudiantes superdotados y el 93.6% de ellos tenían estudiantes con tres o más características de superdotados en sus clases. Los niños superdotados se informaron principalmente en Artes (19.82%), en segundo lugar en razonamiento lógico (5.41%) y en tercer lugar en inteligencia (4.5%).

 

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References

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Published

2019-09-28

Issue

Vol 5, No 1 (2019)

Section

Articles

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