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Abstract(s)
O conceito de sobredotação sempre se revelou controverso, refletido como uma
problemática demasiado complexa, não possibilitando eleger uma definição única,
universal, consensual e inteligível, talvez devido às diversas e distintas definições
existentes de sobredotação, inteligência, criatividade e talento (Feldhusen & Jarwan,
2000).Contudo, aceita-se uma definição abrangente que agrega múltiplas áreas de
capacidade e atividade humana, ou seja, a grande maioria das definições abarcam, para
além do QI elevado, talentos específicos, criatividade ou motivação (Miranda, 2008).
Com o intuito de esclarecer estas definições tornou-se impreterível fazermos uma
apresentação da pluralidade de teorias contemporâneas e emergentes na atualidade.
A parte empírica do nosso trabalho incide sobre as medidas educativas
preconizadas na lei, mais concretamente na “Aceleração Escolar”. “A Aceleração”
pondera e delibera como o cumprimento de programas curriculares e a obtenção de
competências num período de tempo inferior ao previamente delineado e esperado para a
sua faixa etária.
Nesta investigação, com o intuito de indagar acerca da eficácia desta medida
educativa, optamos pela metodologia qualitativa e pelo estudo de caso, realizado com
dois participantes do sexo masculino, um com 9 anos de idade e outro com 15 anos de
idade, sendo que o primeiro beneficiou desta medida no 1º ciclo e o segundo no 3º ciclo.
Os resultados desta investigação levam-nos a acreditar que a medida da
“Aceleração” pode ter resultados excelentes, quer do ponto de vista académico,
motivacional e de relacionamento interpessoal.
The concept of giftedness has always been controversial. reflected as a problematic too complex, making it impossible to choose a single, universal, consensual and intelligible definition, perhaps due to the many different definitions of giftedness, intelligence, creativity and talent (Feldhusen & Jarwan, 2000). However, we can accept a definition that encompasses multiple areas of human capacity and activity, that is, the vast majority of definitions encompass, in addition to high IQ, specific talents, creativity or motivation (Miranda, 2008). In order to clarify these definitions it becames imperative today to present the plurality of contemporary and emerging theories. The empirical part of our work focuses on the educational measures advocated in the law, more concretely in the "School Acceleration". "Acceleration" weighs and deliberates as the fulfillment of curricular programs and the attainment of competences in a period of time inferior to the previously delineated and expected for its age group. In this investigation, in order to inquire about the effectiveness of this educational measure, we choose the qualitative methodology and the case study, carried out with two male participants, one with 9 years of age and the other with 15 years of age. First one benefited from this measure in the first cycle and the second in the third cycle. The results of this research lead us to believe that the measure of "Acceleration" can have excellent results, from an academic, motivational and interpersonal point of view.
The concept of giftedness has always been controversial. reflected as a problematic too complex, making it impossible to choose a single, universal, consensual and intelligible definition, perhaps due to the many different definitions of giftedness, intelligence, creativity and talent (Feldhusen & Jarwan, 2000). However, we can accept a definition that encompasses multiple areas of human capacity and activity, that is, the vast majority of definitions encompass, in addition to high IQ, specific talents, creativity or motivation (Miranda, 2008). In order to clarify these definitions it becames imperative today to present the plurality of contemporary and emerging theories. The empirical part of our work focuses on the educational measures advocated in the law, more concretely in the "School Acceleration". "Acceleration" weighs and deliberates as the fulfillment of curricular programs and the attainment of competences in a period of time inferior to the previously delineated and expected for its age group. In this investigation, in order to inquire about the effectiveness of this educational measure, we choose the qualitative methodology and the case study, carried out with two male participants, one with 9 years of age and the other with 15 years of age. First one benefited from this measure in the first cycle and the second in the third cycle. The results of this research lead us to believe that the measure of "Acceleration" can have excellent results, from an academic, motivational and interpersonal point of view.
Description
Keywords
Sobredotação Aceleração Motivação Sucesso escolar Giftedness Acceleration Motivation School success