A influência da experiência docente na identificação de estudantes com altas habilidades ou superdotação

Abstract

The research investigates how the classroom teacher’s (regent) experience in Basic Education influences the identification of students with high abilities or giftedness (HAG/S), considering their knowledge and training. The study is grounded in Renzulli’s theory, with the Three-Ring Model, and Gardner’s Theory of Multiple Intelligences, which constitute the central axis of the theoretical framework. These theories highlight the importance of pedagogical practices sensitive to the specificities of these students, stressing the need for ongoing teacher training and for a democratic and inclusive school management. The study analyzes teachers’ perceptions of the academic and creative-productive characteristics of these students. Adopting a quantitative approach, the research used questionnaires administered to regent teachers in the municipalities of the southern surrounding area of the Federal District (Distrito Federal). The data will be processed with R and Excel software, ensuring the reliability of the results through statistical tests. The study aimed to provide subsystems to inform teacher training and the improvement of public policies aimed at the identification and appropriate support for these students, promoting a more inclusive education aligned with the needs of the HAG/S population. This study confirms, in a statistically significant manner, consistent relationships between. teachers’ pedagogical assessment and the identification of different dimensions of giftedness in students. Pearson correlations indicated strong associations between the pedagogical assessment and high academic abilities (r = 0.79) and, even more expressive with creative-productive abilities (r = 0.91), both with p-values < 0.001, corroborating the robustness of the findings.