Resumen

RECH, Andréia Jaqueline Devalle; NEGRINI, Tatiane  y  SANTOS, Joseane Oliveira dos. CURRICULAR ENRICHMENT AS A PEDAGOGICAL PRACTICE FOR STUDENTS WITH HIGH ABILITIES/GIFTEDNESS: a possibility of school inclusion. Revista Teias [online]. 2023, vol.24, n.72, pp.125-139.  Epub 03-Ago-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.5788.

Given the current context of inclusive education, it is fundamental to discuss the pedagogical practices for students with high abilities/giftedness (HA/G), in order to give visibility for these students who are in the school space since, in some cases, they have not been receiving the rightful specialized educational care. Therefore, this text aims at debating the importance of implementing inclusive pedagogical practices, focusing on curricular enrichment as a strategy that seeks to provide the curricular supplementation for students with HA/G. For this purpose, this study was anchored in a qualitative approach, of case study type, and presents the results of a partnership between Higher Education and Basic Education, during which an enrichment was conducted for students with HA/G, during the year of 2019. The results indicate the relevance between the approximation of the two educational instances, enabling a dialogue and construction of a joint work aiming at promoting the school inclusion of students with HA/G. Besides, we verified that the enrichment offered both in an extracurricular scope (by the university) and in the Multifunctional Resources Room (by the school), complemented one another and were relevant so that these students could build and/or strengthen their identity as subjects with HA/G. The development of their abilities and potentials has also been guaranteed. On the other hand, we noted that it is necessary to increase the pedagogical practice seeking, in addition, an intra-curricular enrichment for the regular classroom, involving, thus, the regent teacher.

Palabras clave : pedagogical practice; curricular enrichment; high abilities/giftedness; school inclusion.

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