Identificação de estudantes com AH/SD na rede municipal de ensino de Manaus

Abstract

Students with High Ability/Gifted (HS/G), who are often mistaken for geniuses and seen as those who know everything at all times, suffer the repercussions of not being recognized in society due to this stereotyped view. This research was born out of the following problem: what guidance do teachers working in the municipal education system receive for recognizing students with ASD in schools? In order to understand this, it was decided to carry out the research based on the following objectives: General - To learn about the Manaus municipal education system's guidelines for recognizing students with indicators of HS/G; Specific (i) To clarify who students with HS/G and their characteristics are, based on the scientific literature; (ii) To identify the processes for recognizing students with HS/G in the scientific literature and based on the Manaus Municipal Education Department's guidelines received by educators; (iii) To analyze educators' conceptions of the process of recognizing students with HS/G at school. Methodologically, the research is characterized as field research, with a qualitative, exploratory approach based on the dialectical method. Field research data was collected by applying an online questionnaire using the Google Forms platform. The literature review presented in chapter 1 of the study points out how the literature officially defines who students with ASD are, as well as the legislation that supports their recognition/identification and their educational care from an inclusive perspective. During the course of the research, the importance of public authorities investing in continuing education on the subject was highlighted, as well as public policies that guarantee the right of all students to have their educational needs met. In addition, the responses from the participating teachers pointed to an abandonment of the AH/SD issue by the municipal department, either due to the lack of training for educators on the subject, or the absence of official guidelines on how to recognize the AH/SD indicators of students at school or how to meet their educational needs in the educational context. Keywords: Identification. High Ability/Gifted (HS/G). Teacher.