The student with high skills / giftedness in a riverside school in the Amazon

Abstract

This study investigated the inclusion of a student with high skills / giftedness in a riverside school in Amazônia Amapaense. For that, a research based on the qualitative approach was carried out, based on the following research question: How has the school inclusion of a student with high skills/giftedness been taught in a riverside school in the municipality of Mazagão in the State of Amapá? The research had as general objective to analyze the process of inclusion of students with high skills / gifted from the 1st to 5th year of Elementary School. The locus of the research was a Riverside School located in the municipality of Mazagão in the State of Amapá. For the data collection, semi-structured interviews, observation, and photographic registration were carried out. Participants in this research were a teacher of the student’s class with high skills / giftedness, a teacher of Specialized Educational Attendance, a student with high skills / giftedness, a pedagogical coordinator, and the school principal. The collected data were analyzed from content analysis, considering the definition of the a priori category: school inclusion, as well as other intermediate categories and final categories that in this case are the non - a priori that emerged from the theoretical framework adopted in research and empirical research. The results pointed out that there are difficulties in the process of inclusion of this public related to various aspects such as teacher training and all school staff, infrastructure, classroom organization, among others, as well as demonstrated the importance of research in this universe to strengthen theoretical and practical issues related to inclusion.