Pedagogy’s curricular guidelines for the graduation in special education and giftedness

Authors

  • Tatiana de Cassia Nakano Pontifícia Universidade Católica de Campinas

DOI:

https://doi.org/10.36311/2358-8845.2020.v7n1.p117

Keywords:

education, teacher training, professional training, teaching work

Abstract

The purpose of this study was to analyze the curricular guidelines of the Ministry of Education, established for undergraduate courses in Pedagogy, as well as the main normative documents of the area. Eight documents were read in full, looking for aspects related to special education, more specifically the existence of aspects focused on the subject of giftedness. The results showed that (1) special education is generally treated without specifying which type of student to attend, (2) when this statement is made explicit, it usually refers to students with deficits and disorders, (3) giftedness are practically not addressed in the documents. From the documents analyzed it was possible to identify that the conception of special education is seen in a restricted way, limiting those students that present damages in some area or if it is comprehended in an amplified form, excluding the students with high potential.

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Author Biography

  • Tatiana de Cassia Nakano, Pontifícia Universidade Católica de Campinas

    Docente do Programa de Pós-graduação em Psicologia (PUC/Campinas); Atualmente encontra-se como Visiting Scholar na University of California – Berkeley, bolsista Fapesp; Pós-Doutorado na Universidade São Francisco (2009) e Doutorado em Psicologia como Profissão e Ciência (2006) pela PUC/Campinas. Pesquisadora Produtividade nível 2 CNPq; Membro colaborador do Conselho Brasileiro para Superdotação (CONBRASD, 2018-2020) e membro do grupo de trabalho Psicologia Positiva e Criatividade na ANPEPP

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Published

2021-03-16

Issue

Vol. 7 No. 1 (2020)

Section

Artigos

License

Copyright (c) 2020 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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Qualis Capes (2017-2020)

Education: B1

How to Cite

NAKANO, Tatiana de Cassia. Pedagogy’s curricular guidelines for the graduation in special education and giftedness. Revista Diálogos e Perspectivas em Educação Especial, Marília, SP, v. 7, n. 1, p. 117–132, 2021. DOI: 10.36311/2358-8845.2020.v7n1.p117. Disponível em: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/9110.. Acesso em: 24 nov. 2024.