Altas habilidades/superdotação e criatividade: áreas que se completam para o recolhecimento de estudantes com altas habilidades/superdotação na escola?

Abstract

The present work has as its object the context of skills/giftedness (AH/SD) and Creativity that are complementary when it aims at the recognition of students with AH/SD indicators at school, since from the official Brazilian concept of who the person with AH/SD, creativity presents itself as one of the essential constructs for these subjects. As a general objective, we point out: Understanding how the objective/teaching teaching in the areas of AHSD and Creativity can contribute to the recognition of students with AH/SD indicators in the school context. As specific objectives: (1) To know, based on the scientific literature, what is AH/SD and Creativity and points of articulation of these knowledges; (2) Identify how Renzulli's three rings theory can contribute to the recognition process of students with AH/SD indicators in the creative aspect; (3) To analyze how the teaching knowledge on the themes of AH/SD and Creativity can interfere in the process of recognition of students with AH/SD at school. The research methodology opted for a qualitative approach, with an exploratory study and field method, based on dialectical. As a data collection instrument, use one with the wrong questions. Data analysis was performed using the content analysis method. Thus, the present work and a learning only learned that more efficiency is needed on AH/SD learning, the teacher will mainly learn from understanding, the direct teacher and the teacher will learn efficiently and learning from students and students and from direct learning , therefore, being able to recognize those who present AH/SD indicators, breaking even with the cycle of social dissemination of stereotypes and misconceptions about students with AH/SD. Keywords: Teachers' conceptions. High Abilities/Giftedness. Creativity. Identification of students with High Abilities/Giftedness. Teacher training.