Resumo

NISTA-PICCOLO, Vilma Lení; SILVA, Yara Machado da  e  MELLO, Flora Loureiro de. Human intelligence and daily school. Sér.-Estud. [online]. 2018, vol.23, n.47, pp.27-41. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i47.1114.

Intelligence, as a phenomenon, has always intrigued humanity and has become the target of many researchers over time.. Howard Gardner is a reference in this area for having presented a theory which transcends the logical abilities of thought as the most elevated form of human knowledge, considering different manifestations of cognitive abilities not previously classified in this way. The concept of Intelligence is directly related to our culture and can be demonstrated by our ability to solve problems, learn and express ourselves efficiently, establish relationships between contents and think abstractly. Today we still come across individuals within the school context, who define as intelligent only the students with good academic performance, thus showing that the issue of Intelligence is ruled by paradigms that must be overcome. Holding Gardner's Theory of Multiple Intelligences as a pedagogical basis can lead the teacher to find new activity proposals and different ways to teach. The present study investigated the concept of intelligence, by the teachers in the municipal network of Sorocaba. It was possible to observe that there is an intrinsic tendency to comprehend Intelligence as a broader and more complex concept, however, there is a lack of theoretical referential that layers a pedagogical practice with this aspect, with the objective of developing the multiple potentialities of students.

Palavras-chave : human intelligence; daily school; pedagogical practices.

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