Alunos com altas habilidade/ superdotação e o olhar para si: um estudo fenomenológico

Abstract

The thesis entitled STUDENTS WITH HIGH SKILLS / SUPERDOTATION AND LOOKING AT YOU: A PHENOMENOLOGICAL STUDY has been discussing the perception of students with discharge and the practices brought by teachers in regular school. The study now carried out had a qualitative nature in a phenomenological approach, one of the ways of investigating the lived world, as it favors the look at human issues in the dynamics of meaning and experience. From experiencing the phenomenon, the question of this research emerged: How do students with high skills / giftedness perceive what is offered to them by the school? And as a question for this investigation: What happens in the meeting of students with high skills and their teachers at school? Based on this principle, the study aimed to understand the perception that permeates the school universe of students with high skills / giftedness, analyzing their interfaces in their formative process. To reach this end, it sought as a means to explain the epistemological, historical and legal assumptions that permeate the phenomenon of HA / SD; discuss the role of the school as a training unit for the student with High Skills / Giftedness and analyze the encounter between students with AH / SD and their teachers at school from the creation of significant Units in the light of the descriptions of these students. The central idea is to give this subject a voice, to perceive him through his own eyes. Through the phenomenological trajectory, it is sought, through the intercession of the lived experiences, to build a Network of Meanings that can answer this question, reaching the understanding of the lived phenomenon. The observation and interview of this investigation took place, via social networks, groups on facebook and whatsap, in a daily and systematic way, which allowed a direct contact between the researcher and the research subjects. Observations and interviews of 9 collaborating subjects were analyzed, which allowed the extraction of 4 significant units (Concept, Pedagogical Practice School and Student Perception), from which convergences were reached. To understand the phenomenon in its essence, interpretations and reflections on the subject's own reflection were carried out, leading to the transcendence of the phenomenon. At the end, the conclusions of the phenomenon will be presented, whose development proves the thesis that the process of inclusion of students with AH / SD will be more effective at the moment that their voices are heard in the production of material and in the pedagogical proposal that will be offered to them. By the school, from the convergence of the units of meaning that, by the way, remain open to new interpretations.