Adolescentes com altas habilidades/superdotação do tipo produtivo-criativo: diálogos entre o autoconceito e a trajetória escolar

• Ano de defesa: 2022
• Autor(a) principal: Silva, Aline Russo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Educação especial; Altas habilidades/superdotação; Produtivo-criativo; Adolescente; Autoconceito; High skills/giftedness; Productive-creative; Adolescent; Self-concept; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/27433

When researching the topic of productive-creative High Skills/Giftedness (HS/G), an increasing number of studies is noticeable, as well as a growing number of identified students at the Census data. But these numbers do not match the statistics observed by researchers in the area (Virgolim, 2019 and Fleith, 2007), who estimate a percentage of up to 15% of a population with HS/G behavior. The adolescent with High Skills/Giftedness behaviors is still invisible within schools and society, even more when referring to the productive-creative profile, due to its specific characteristics. In that sense, the research aimed to understand the existing relationships between the selfconcept and the school experiences of the productive-creative High Skills/Giftedness adolescents. The research is exploratory qualitative, and an instrument named Pedagogical Inventory of Self-concept for HS/G Adolescents was created for its development, which became the product of the research and is an important tool in the investigation of self-concept and the relationships between their school trajectories and self-concept. Five adolescents with the previously mentioned profile participated in the research, four collections were carried out in person and one virtually. The data analysis was based on the assumptions of the Discourse Analysis, especially the one of interdiscourse (ORLANDI, 2020). With the investigation, it was possible to verify the importance of the school space in building the HS/G adolescent's self-concept and the relevance of monitoring these subjects in the Specialized Educational Service, in the sense of building or strengthening the positive self-concept to work with the HS/G specificities. It is important to emphasize that training teachers with this sensitive view of adolescents with High Skills/Giftedness, especially the productive-creative ones, is urgent, so that they can be understood and understand themselves better in the sense of building a positive self-concept.