Formação docente sobre altas habilidades / superdotação: análise de um produto educacional em arte para o atendimento educacional especializado

Abstract

This dissertation investigates the relationships between Art and Giftedness/High Abilities (HA/G) within the context of Specialized Educational Assistance (SEA), aiming to understand how enriched pedagogical practices can contribute to the artistic and creative development of students with above-average abilities. The general objective of the research is to understand how an educational product in the field of Art can contribute to the improvement of pedagogical practices directed toward students with Giftedness/High Abilities (HA/G). To achieve this purpose, the study sought to:(a) characterize the training and professional trajectory of the participating teachers;(b) identify the main challenges faced in the development of pedagogical practices in Art within the scope of Specialized Educational Assistance (SEA); (c) outline the profile of teachers working in Specialized Educational Assistance; (d) analyze these professionals’ perceptions regarding the applicability and relevance of an educational product focused on this area; and(e) verify to what extent such a resource can meet the pedagogical and training demands identified throughout the research. The investigation adopted a qualitative approach and used the Content Analysis technique proposed by Bardin (2011) as its main methodological framework. Participants included teachers from the state education network linked to the Londrina Regional Education Center. Data collection was carried out through questionnaires and semi-structured interviews. As a product of the research, an Enriched Pedagogical Didactic Guide in Art was developed in the format of an ebook, bringing together theoretical foundations and methodological proposals applicable to the daily context of Specialized Educational Assistance. The results revealed gaps in teacher training, a lack of resources, and insecurity in planning differentiated activities, while also highlighting the potential of the educational product as a formative tool and support for pedagogical practices. The theoretical framework was based on authors such as Renzulli (2004, 2014), Gardner (1994, 2001), and Virgolim (2007, 2014), who discuss theories of curricular enrichment, multiple intelligences, and pedagogical strategies aimed at Giftedness/High Abilities in Brazil. Finally, the dissertation reinforces the relevance of Art in the development of potential and the importance of teacher education that integrates theory and practice, especially for teachers working in Specialized Educational Assistance who do not have specific training in the artistic field.