A percepção das famílias acerca da inclusão escolar de seus filhos com altas habilidades/superdotação

Abstract

This dissertation is linked to the Educational Processes, Language, Technology and Inclusion line and investigates the inclusion of students with High Abilities/Giftedness (AH/SD) from the perspective of families. The research aims to understand how the families of students with High Abilities/Giftedness perceive and reorganize themselves for the school inclusion of their children. The understanding of AH/SD is taken from Renzulli (1998; 2004; 2014; 2021) with the Three Ring Theory and the recognition of human capabilities, considering the family context, school and other social spaces. The discussion about in/exclusion present in the school process is carried out based on Lopes, Hattage and Lockmann (2012) and Lopes (2007; 2011; 2013). Gallo (2009; 2016; 2019; 2021) helped with discussions about difference and inclusion. This is a qualitative and exploratory study, using semi-structured interviews to construct the data. Eight mothers participated who reported their experiences in the process of identifying and educating their children. The narratives were analyzed based on content analysis by Bardin (2021), two categories emerging: "It's so cool that you can talk to people who understand you" and "Before identification, she was happy". The results highlight the loneliness of mothers on the journey with their children and the in/exclusion movements of students at school. It Is concluded that mothers actively participate in the process of identifying their children and in the process of identifying their children, some mothers identified themselves. Welcoming is essential for the child to feel included in the learning process and in the school environment, as myths and lack of knowledge on the subject make the process of identification and socialization difficult. [resumo fornecido pelo autor]