Resumo

RONDINI, Carina Alexandra  e  PEREIRA, Nielsen. TEACHER TRAINING AND KNOWLEDGE ABOUT HIGH-ABILITY STUDENTS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.65, pp.355-377.  Epub 25-Out-2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p355-377.

Reflection on the (in)formative process and praxis of educational agents of two schools in two small cities in Tippecanoe County, state of Indiana, United States, about gifted and talented/high-ability students. Data from interviews carried out with 15 educators related to these schools and cities were analyzed through Bardin's Content Analysis, using the IRAMUTEQ Software, which analyzed seven corpora, related to the research block - Teacher training and knowledge about high-ability students. The participants revealed themselves to be distant from the general profile of Brazilian educational agents, who place themselves as dependent on legal interventions, are passive in their (in)training process and alienated to the instructional and curricular differentiation praxis, which disregards the different levels and student profiles. In contrast, the praxis of the participants is based on basic training that considers the full development of their students and levels of excellence essential.

Palavras-chave : giftedness/high ability; teacher training; praxis.

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