Educação de alunos com altas habilidades/superdotação: problematizando as questões de estilos e práticas parentais

Abstract

The present study aimed to understand the opinion of students with High Abilities/Giftedness about parental styles and practices. The research participants were students identified with High Abilities/Giftedness who attended NAAHS Amazonas. The audience, made up of 12 students who were in elementary school I, elementary school II and high school, aged between 7 and 17 years old. As for the methodology, it was a characterization study with a quantitative approach involving parental styles and practices of students with AH/DS and of a transversal nature. The students responded to the Parenting Styles Inventory - IEP, which aims to characterize parenting styles and practices. Two inventories were applied: one focused on paternal parenting practices and the other focused on maternal parenting practices. After applying the inventory, the responses were interpreted using the conversion measures indicated in the manual. We observed a greater presence of positive (pro-social) practices being carried out by maternal figures and maternal figures had better results (excellent and good) as a characterization of their parenting styles. On the other hand, the results for paternal figures revealed that children described them as people who practiced more negative (antisocial) practices, with parental styles predominantly considered regular and risky. We noticed that paternal and maternal figures used corporal punishment practices more truthfully and that paternal figures were absent.