ALTAS HABILIDADES/SUPERDOTAÇÃO EM ESTUDANTES DA EDUCAÇÃO DO CAMPO EM CORUMBÁ-MS

Abstract

Scientific literature on High Ability (HA), through researchers in this field, points to the clear need to discuss and demystify information concerning HA. In this sense, this study aims to contribute to broadening the debate on this topic based on the scientific knowledge produced by and in the context of Rural Education, which is still underexplored, enabling knowledge and reflections that favor effective and integral child education and development, especially rural children, through HA indicators. As a theoretical basis, this study employed as a guiding axis two theories that address crucial aspects of persons with high ability, namely Joseph Renzulli's Three-Ring Theory and Howard Gardner's Theory of Multiple Intelligences. The main aim is to investigate HA indicators in students from a public rural school in the municipality of Corumbá/MS. Specific objectives include mapping the presence of HA indicators described in the literature among students in a rural school, verifying if the previously mapped HA indicators are confirmed through identification by implementation and reflecting on the process of identifying and serving HA students in rural schools. This study is qualitative in nature, involves bibliographic and field research, and is characterized as descriptive. It involved 14 participants, including five teachers and nine students from initial Elementary School 1 years and took place in two stages: The first consisted of a screening process involving the identification and completion of the Scale for Identification of Precocity and Indicators of High Ability (EIPIAHS) by five teachers from a rural school and the second, the implementation of enrichment activities and the application of the McKenzie Multiple Intelligences Inventory (2017) Adapted for Children. The EIPIAHS and the McKenzie Multiple Intelligences Inventory (2017) Adapted for Children were analyzed applying descriptive statistics, and the logbook was interpreted through Bardin's (1977) content analysis method. The findings of this study, based on a sample of nine participants, indicated that four showed potential that may suggest gifted/high ability behavior. Placing the rural child at the center of the investigation corresponds to the need to contribute to discussions that promote inclusive and quality education from a rural culture and education perspective.

Keywords: Rural Education; High Ability; Multiple Intelligences; Special Education.