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Desvelando a invisibilidade escolar dos estudantes com altas habilidades/superdotação: trilhas para uma análise local
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Resumo(s)
O artigo analisa a invisibilidade escolar de estudantes com Altas Habilidades/Superdotação (AH/SD) em uma escola pública municipal do Planalto Norte de Santa Catarina, discutindo as possíveis contribuições das Tecnologias Digitais da Informação e Comunicação (TDICs) para o reconhecimento e o desenvolvimento de potencialidades. A pesquisa adota abordagem qualitativa, de natureza exploratória, utilizando entrevista semiestruturada com a gestora escolar e análise de conteúdo. Os dados foram organizados em quatro categorias analíticas: invisibilidade escolar dos estudantes com AH/SD; processos de identificação e encaminhamento; práticas pedagógicas e institucionais; e uso das tecnologias digitais no atendimento educacional. Os resultados evidenciam a ausência de procedimentos sistematizados de identificação, a fragilidade das práticas de enriquecimento curricular e a subutilização das TDICs, frequentemente restritas a usos pontuais e instrumentais, o que contribui para a manutenção da invisibilidade desse público no cotidiano escolar. Conclui-se que o fortalecimento de protocolos de identificação, o investimento em formação docente e a integração intencional das TDICs às práticas pedagógicas constituem encaminhamentos relevantes para a ampliação do atendimento educacional aos estudantes com AH/SD.
This paper analyzes the school invisibility of students with High Abilities/Giftedness (HA/G) in a public municipal school located in the Planalto Norte region of Santa Catarina, Brazil, and discusses the potential contributions of Digital Information and Communication Technologies (DICTs) to the recognition and development of students’ abilities. The study adopts a qualitative, exploratory approach, using a semi-structured interview with the school principal and content analysis. The data were organized into four analytical categories: school invisibility of HA/G students; identification and referral processes; pedagogical and institutional practices; and the use of digital technologies in educational provision. The findings reveal the absence of systematized identification procedures, fragile curricular enrichment practices, and limited use of DICTs, which are often restricted to occasional and instrumental applications. These factors contribute to the persistence of HA/G students’ invisibility in everyday school practices. The study concludes that strengthening identification protocols, investing in teacher education, and intentionally integrating DICTs into pedagogical practices are essential strategies to enhance inclusive educational provision for HA/G students.
This paper analyzes the school invisibility of students with High Abilities/Giftedness (HA/G) in a public municipal school located in the Planalto Norte region of Santa Catarina, Brazil, and discusses the potential contributions of Digital Information and Communication Technologies (DICTs) to the recognition and development of students’ abilities. The study adopts a qualitative, exploratory approach, using a semi-structured interview with the school principal and content analysis. The data were organized into four analytical categories: school invisibility of HA/G students; identification and referral processes; pedagogical and institutional practices; and the use of digital technologies in educational provision. The findings reveal the absence of systematized identification procedures, fragile curricular enrichment practices, and limited use of DICTs, which are often restricted to occasional and instrumental applications. These factors contribute to the persistence of HA/G students’ invisibility in everyday school practices. The study concludes that strengthening identification protocols, investing in teacher education, and intentionally integrating DICTs into pedagogical practices are essential strategies to enhance inclusive educational provision for HA/G students.
Descrição
Palavras-chave
Altas habilidades/superdotação Educação inclusiva Identificação Enriquecimento curricular Tecnologias digitais High abilities/giftedness Inclusive education Identification Curricular enrichment Digital technologies
Contexto Educativo
Citação
Editora
Universidade Aberta. LE@D