Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Santos, Iolete Ribeiro dos
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| Orientador(a): |
Vestena, Carla Luciane Blum
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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| País: |
Brasil
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| 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: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1224
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Resumo: |
This research was originated in concerns about preschool teachers’ difficulties regarding to understand and to teach gifted children in Child Education Municipal Centers (CEMCs) in Guarapuava city, PR. This concern was based on pedagogical follow-up into these Child Education institutions when it was possible to realize some teachers’ practices haven’t contemplated educational guidelines and laws about Special Education to give opportunities to children with special educational necessities (EEN) go to school since Child Education as the Law of National Bases and Guidelines (LDB/9394/96) guarantees. Then, the objective of this research was to investigate if the study during continuing training helped to improve the teachers’ pedagogical practice to provide them some knowledge to understand gifted children and to think about their pedagogical practice. This research was qualitative and characterized as action research. It was carried out in 4 moments: 1rt step – we elaborated a project to continuing training based on inclusive education, 2nd step – we invited teachers from Child Education Municipal Centers on urban region in Guarapuava city, 3rd - we conducted courses about children’s development characteristics and gifted children’s general characteristics. In this step, we also started a group on Facebook called: “High Abilities/Giftedness in Child Education”. The 4th step was to meet teachers to explain the instrument of research and how to fill it. During meetings we noted teachers’ interest, expectancies and anguish regarding gifted children inclusion and we also interviewed them. Method to debate data was participants’ discourse. Results were the most of teachers do not understand the third-four-old children psychology. But the continuing training helped teachers to become more aware about the subject and the most of them were motivated to elaborate creative activities based on learned knowledge to develop children’s talents. So we consider the first step to elaborate enriching activities to develop potentials is to understand the gifted child psychology during Child Education. |
