<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062016000300466</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol26.n53.p466-483</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atendimento educacional especializado ao superdotado em escola p&#250;blica americana e contribui&#231;&#245;es para o contexto brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Specialized services for the gifted in American public schools and contributions to the Brazilian context]]></article-title>
<article-title xml:lang="es"><![CDATA[Atención educativa especializada para los superdotados en escuela pública americana y sus contribuciones para el contexto brasileño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rondini]]></surname>
<given-names><![CDATA[Carina Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Nielsen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[São José do Rio Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Purdue University  ]]></institution>
<addr-line><![CDATA[West Lafayette ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>26</volume>
<numero>53</numero>
<fpage>466</fpage>
<lpage>483</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062016000300466&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062016000300466&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062016000300466&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Est&#225; em foco um servi&#231;o de atendimento educacional especializado oferecido a estudantes com altas habilidades/superdota&#231;&#227;o (AH/SD), por uma escola p&#250;blica americana do Estado de Indiana e, em que medida o referido servi&#231;o poderia contribuir &#224;s escolas brasileiras. Acompanhou-se as atividades desenvolvidas no programa elementar do jardim de inf&#226;ncia ao 4&#186; ano do ensino fundamental, no per&#237;odo de janeiro a abril de 2016, durante uma semana em cada uma das 5 classes para estudantes com AH/SD. O estudo est&#225; exposto em duas se&#231;&#245;es que evidenciam que, no aspecto legal, o Brasil assemelha-se em muitos aspectos ao estado americano focalizado, ficando em desvantagem em rela&#231;&#227;o &#224; efetiva&#231;&#227;o das leis, por n&#227;o possuir diretrizes claras para sua implementa&#231;&#227;o. As pr&#225;ticas brasileiras focadas na suplementa&#231;&#227;o do ensino para os estudantes com AH/SD, mostram diverg&#234;ncias com as pr&#225;ticas de aprendizagem observadas, as quais buscam oferecer um ensino n&#227;o apenas complementar, mas mais condizente com as potencialidades desses estudantes, ao investir em modos diferentes de agrupamento e adotar m&#233;todos pedag&#243;gicos que priorizem o atendimento &#224;s diversas necessidades individuais dos estudantes, dentro da sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The focus of this study was services for high-ability students offered in a public school in Indiana, United States. The purpose was to describe the services and reflect on the extent to which these services or aspects of these services can be implemented in Brazilian schools. Participants included teachers working with Kindergarten through fourth-grade students, who were observed between January and April 2016. Five classes were observed, each for one week. Results indicate that the high-ability legislation in the state of Indiana is similar to the Brazilian counterpart and that the main differences exist in the implementation of laws, due to the lack of clear guidelines for the implementation of high-ability laws in Brazil. Additionally, in Brazil, the emphasis has been on enrichment, whereas in the American schools, the emphasis is on meeting the needs of high-ability students in the classroom through various types of grouping and teaching strategies, such as differentiation. This study was part of a larger study focusing on high-ability identification tools and curriculum models geared to high-ability students in public schools and university-based programs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El objetivo de este estudio es el servicio de atenci&#243;n educativa especializada ofrecido a estudiantes de alta capacidad/superdotados (AC/SD), que se ofrece en una escuela p&#250;blica del estado de Indiana, Estados Unidos, y reflexionar sobre el grado en que estos servicios pueden implementarse en las escuelas brasile&#241;as. Se acompa&#241;aron las actividades de maestros que trabajan con alumnos con AC /SD, de k&#237;nder a cuarto grado, entre enero y abril de 2016. Se observaron cinco clases, cada una durante una semana. Los resultados indican que la legislaci&#243;n de alta capacidad en el estado de Indiana se asemeja en muchos aspectos a la contraparte brasile&#241;a, estando esta &#250;ltima en desventaja en relaci&#243;n a la implementaci&#243;n de las leyes, debido a la falta de directrices claras para su aplicaci&#243;n. Las pr&#225;cticas brasile&#241;as dirigidas a la suplementaci&#243;n de la ense&#241;anza para los estudiantes con AC/SD, muestran divergencias con las pr&#225;cticas de aprendizaje observadas, que procuran ofrecer una ense&#241;anza no apenas complementar, sino m&#225;s ajustada con las potencialidades de estos estudiantes, al invertir en diferentes modos de agrupamiento y en la adopci&#243;n de m&#233;todos pedag&#243;gicos que enfaticen la atenci&#243;n a las diversas necesidades individuales de los estudiantes dentro del aula.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Altas Habilidades/Superdotação]]></kwd>
<kwd lng="pt"><![CDATA[Escola Pública]]></kwd>
<kwd lng="pt"><![CDATA[USA]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Special Education Services]]></kwd>
<kwd lng="en"><![CDATA[High Ability]]></kwd>
<kwd lng="en"><![CDATA[Public Schools]]></kwd>
<kwd lng="en"><![CDATA[United States]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="es"><![CDATA[Especialista de Servicio Educativo]]></kwd>
<kwd lng="es"><![CDATA[Altas Capacidades / Superdotación]]></kwd>
<kwd lng="es"><![CDATA[Escuela Pública]]></kwd>
<kwd lng="es"><![CDATA[Estados Unidos]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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