Um estudo sobre o atendimento educacional especializado para alunos com altas habilidades/superdotação na rede municipal de Angra dos Reis/RJ

Abstract

The issue of educational inclusion has been widely discussed in contemporary debates in the field of Special Education. The concern with the model used and the specific issue of training, whether initial or continued she is the target of several debates, publications and research. Regarding the education of students with high ability/gifted, the number of searches performed, has shown insufficient, especially regarding the approach of facing that portion of education teaching practices. It is within this background that this paper seeks to analyze the role of specialized educational services for the development of pedagogical supplementation, as well as policies and practices used in the teaching learning process of these subjects. The locus of research is a specialized public school education in the municipality of Angra Reis, State of Rio de Janeiro. Study participants are five teachers of the second follow-up of elementary school operating in specialized education in the areas of Mathematics, Science, Text and Visual Arts. Will be used as the theoretical framework to the theory of the three rings of Joseph Renzulli, emphasizing curriculum enrichment process. To carry out the research we opted for qualitative research with ethnographic approach, using as instruments for collecting data through participant observation, analysis of local documents, and open and semi-structured interviews. The results among others, indicate that the ESA linked to Municipal Secretary of Education promotes the structural organization of the service and the training of teachers, but also brings some challenges, including the restriction of visits and the lack of adequate resources to meet the pupils with AH/SD .