Resumo

SZYMANSKI, Maria Lídia Sica  e  VIEIRA, Sandra Mara Maciel. Specialized Educational Service for High Skills/Giftedness: from policies to practice. Rev. Diálogo Educ. [online]. 2021, vol.21, n.71, pp.1885-1914.  Epub 26-Jan-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.071.ao03.

Specialized educational service for gifted students in a Multifunctional Resources Classroom and in a regular classroom is a right guaranteed by federal and state laws. Thus, in this qualitative and field research it is asked which are the historical and pedagogical conditions of Specialized Educational Assistance (SEA) in a Multifunctional Resources Classroom for High Abilities/Giftedness. To rescue the history, in the Regional Education Center of Cascavel, directors and teachers, who had started this work, were or are part of the Specialized Educational Service, were interviewed and questionnaires were applied to parents and students of one Multifunctional Resources Classroom, using Content Analysis to enable reflections on the collected data. The results revealed difficulties in identifying these students. In addition, aspects such as the precariousness of initial and continuing teacher education, as well as the weakness in the criteria for hiring prepared professionals and the lack of state investment in Multifunctional Resources Classroom, hinder continuity in the work. It is of utmost importance that the University extends its joint work with the Basic Education and contributes to research, and extension with the community, also in the area of High Ability/Giftedness. The school must be committed to ensuring that all its students achieve maximum development. Besides, the students must be prepared for a reading of the world that allows them to be socially inserted, contributing to transformations aiming at a fairer and less discriminatory social process.

Palavras-chave : High Skills/Giftedness; Specialized Educational Service; Special education; Public policies.

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