Proposta didática: modelo didático concreto no ensino de ciências e biologia para alunos com altas habilidades/superdotação

Abstract

The theme High Abilities/Giftedness (HA/GF) has been fair known and discussed among the teachers and members of the Education area in general. Due to the difficulty of recognizing this Special Education framework, the differentiated interventions necessary to provide effective learning for these students are not made. Because they present Special Educational Needs, these students face some obstacles in adapting to the traditional school education and need adaptations of teaching practices and differentiated pedagogical strategies to develop their potencial, fitting for this reason in Special Education. In that way, this project has as general objective: To analyze the process of knowledge construction in Biology through the creation and development of representative didactic models, by students with HA/GF, within their areas of interest. This objective was achieved through the planning and execution of theoretic-practical workshops to create representative didactic models for the teaching of Science and Biology, by students with HA/GF from the NAAH/S of Campo Grande - MS, in order to make feasible a collaborative action between students and the teacher who teach in Special Education, for the production of knowledge. In addition, at the end of the process, a book was produced that provides all the necessary procedures for the replication of the didactic model created by the students. This participatory action research is qualitative and used as methodology the collection of data through semi-structured interviews; observations of the researcher during the workshops; and also, audio and video recordings. These data were analyzed according to Bardin Discourse and Content Analysis as well as Vygotsky Microgenetic Analysis methods. We obtained as results that the construction of didactic models showed a methodology of teaching capable of arousing the interest of students with HA/GF for the subjects of Sciences and Biology. This modeling proposal has valued the student's role in the teachinglearning process, leading them to seek solutions to real problems found in this process, enabling socialization with peers, interdisciplinarity and valuing the individual skills of each student as should be the inclusive proposals. The construction of knowledge, effectively carried out based on the historical-cultural perspective of interaction between the students and the elaborated product of knowledge, was able to demonstrate the cognitive resources acquired and applied throughout the process, as predicted by Joseph Renzulli in Enrichment Type III, offered as a pedagogical proposal to students with HA/GF. Key-words: didactic model, high abilities/giftedness, biology, teaching-learning, constructivism.