Abstract

SILVA, Yara Machado da  and  NISTA-PICCOLO, Vilma Lení. Conceptions about human intelligences in the school setting. Educ. Puc. [online]. 2021, vol.26, e215050. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v26e2021a5050.

This article presents an investigation with teachers, managers, interns, and students from a public school in Sorocaba (SP); the objective was to understand their conceptions about Human Intelligence in their expressions in school daily life. A qualitative research was performed with an exploratory approach, using the technique of semi-structured interviews with subjects involved in a class of 4th year of Cycle I of Elementary School. Based on the answers given to the generating question – what does it mean to be smart? – the data analysis was developed based on Grounded Theory. The first methodological procedure resulted in 29 subcategories generated in the open coding, pointing out two categories in axial coding, encouraging Grounded Theory. The responses of teachers, managers, and intern revealed different conceptions, composing a discourse related to the multiplicity of intelligences and another rooted in the backward idea of denominating as intelligent those who have no difficulty in learning. The students' responses revealed a common-sense paradigmatic view of who is smart. The data analysis revealed a limited view of human potentials. The influence exerted by these conceptions on the teaching and learning processes determines a stereotyped view of the students' performance. The principles of the Theory of Multiple Intelligences give rise to pedagogical practices, which by different routes of access to learning can stimulate the potentials of intelligent behaviors.

Keywords : School life; Human intelligence; Pedagogical practices.

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