Pedagogy’s curricular guidelines for the graduation in special education and giftedness
DOI:
https://doi.org/10.36311/2358-8845.2020.v7n1.p117Keywords:
education, teacher training, professional training, teaching workAbstract
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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Qualis Capes (2017-2020)
Educação: B1