Abstract

MARTINS, Bárbara Amaral  and  CHACON, Miguel Claudio Moriel. Implications of school environment for precocity: an analysis of classroom situations. Perspectiva [online]. 2018, vol.36, n.1, pp.170-193. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2018v36nlp172.

The development of human capabilities depends on what is provided by the environment and the opportunities can be expanded or curtailed according to the conditions found. A precocious child, that is, one that presents certain prematurely developed skills (CUPERTINO, 2008) can find the support they need to continue to develop their potential or can be frustrated and bored in an environment without challenges. Thus, we aimed to identify educational situations that favor and disfavor the manifestation and the development of precocity. The research involved the participation of three precocious children in reading and writing observed in a school environment. The results indicate that the precocity is favored when teacher recognizes and employs teaching strategies that challenge and motivate the student, and the presence of material resources. The homogenization and standardization, which limit the choices, freedom and creativity, have been identified as disfavoring

Keywords : Precocity; School Environment; Giftedness.

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