Sérgio Rodrigues de Souza
PhD student in Educational Sciences;
Inter-American Faculty of Social Sciences (FICS). srgrodriguesdesouza@gmail.com
Ranilson Edilson da Silva
PhD student in Educational Sciences;
Inter-American Faculty of Social Sciences (FICS). prof.ranilsonuema@gmail.com
Rosane Aparecida dos Santos Rocha
PhD student in Educational Sciences;
Inter-American Faculty of Social Sciences (FICS). rosanesantos6026@gmail.com
Lina Fregonassi Ribeiro
PhD student in Educational Sciences;
Inter-American Faculty of Social Sciences (FICS). linafregonassi@gmail.com
Erica da Costa Barros
PhD student in Educational Sciences;
Inter-American Faculty of Social Sciences (FICS). ericacbarros2010@hotmail.com
ABSTRACT
This essay addresses
the topic of gifted children, questioning, in a forceful way, their place in
the Brazilian educational system of teaching and learning. Its scientific
relevance lies in the fact that this is a subject about which very little is
said, with scientific and empirical depth and yet the published works deal
superficially with the issue of pedagogical responsibility towards such
individuals. Its social relevance is presented by the fact that a society only
develops through the creativity of its citizens and, on the path that advances,
by leaps and bounds, the Brazilian learning system will, in a short time, be a
country without any scientific talents. . This is an essay, based on the
pedagogical praxis of the authors and on productions that help in the fabric of
the criticism presented. Addressing the issue of giftedness and high abilities
in children is a challenge for regular schools; This is proving to be a
complete failure, for the simple reason that there is no strategic action plan,
based on empirical studies, case studies, and qualified professionals to guide
them through their respective cognitive challenges.
Keywords: Gifted children. Children with high abilities. Contemporary school curriculum. Regular School.
Reviewed by Current Scientific Journal
on
outubro 11, 2023
Rating:
