Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Abe, Elenita Moura Meireles
 |
| Orientador(a): |
Chizzotti, Antonio
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24305
|
Resumo: |
This research analyzed the perception of teachers in the identification and inclusion of students with specific school skills - high skills and giftedness - at Municipal School Maria Eulália Vieira, in the municipality of Três Lagoas, MS, and sought to identify what measures were taken by teachers and other educational bodies to enable such individuals to make better use of their specific capabilities. The means commonly used to identify the intellectual and cognitive potential of students in the school environment and, concomitantly, public policies aimed at the inclusion of students and the improvement of teachers that make up the multidisciplinary team involved in their educational integration were appreciated. The scope is also the quantification of students diagnosed with high skills and gifted, served by the municipality and referred to specialized care. The research was carried out through a case study, through the application of questionnaires and subsequent interviews with the teachers of the municipal school Maria Eulália Vieira de Três Lagoas, MS, in addition to the bibliographic review, statistical analyzes and educational booklets of public policies provided by the government and applied in inclusion |
