O que dizem os estudantes com altas habilidades/superdotação sobre suas relações no ambiente escolar?

Abstract

In this study, we aimed to know the perception of students with characteristics of high abilities/giftedness (AH/SD) in relation to their school environment. Participants were 15 students with characteristics for high abilities/giftedness, between 6 and 16 years old, five of whom were girls. As a method for data collection, we used the focus group technique, which took place in their meetings with an average duration of 60 minutes. The meetings were held by school follow-up – Elementary School; Early Years; Final Years; and High School. For data analysis, we used Discursive Textual Analysis (DTA), based on the following categories: (1) The perception of students with high abilities/giftedness regarding their relationships with their teachers; (2) The perceptions of students with high abilities/giftedness regarding their relationships with their peers in two subcategories; and (3) The perceptions of students with high abilities/giftedness regarding their participations in school activities. We conclude that in the perception of students with AH/SD, the school environment is still unprepared to welcome them, motivate them and enhance their skills. From teachers, passing through peers and arriving at the activities developed, we have the use of conventional methodologies, the lack of knowledge of AH/SD, the need to deny their skills in exchange for the possibility of acceptance and non-exclusion, and the lack of interest in activities that are not show challenges, events that make the school environment hostile, exclusive and inadequate to the educational needs of students with AH/SD.