POLÍTICAS EDUCACIONAIS E A INCLUSÃO DE ALUNOS COM ALTAS HABILIDADES/SUPERDOTAÇÃO NO ESTADO DE GOIÁS: LIMITES E POSSIBILIDADES

Abstract

This dissertation was developed within the research line Education, Institutions and Educational Policies (EIPE) of the Strictu Sensu Graduate Program - Academic Master's Degree in Education of the Faculty of Inhumas - FacMais. The inclusion of students with high abilities/super ability in the education system of the state of Goiás was addressed. The following question-problem guided the study: how has the Department of Education of the State of Goiás organized itself to meet the public policies for inclusion and, especially, how it deals with students with high abilities/super ability in basic education schools? Thus, the general objective is to identify and analyze the inclusion public policies and the direction of the state of Goiás in relation to students with characteristics of high abilities/super ability in basic education schools. The specific objectives were: to understand the historical aspects that permeate the special and inclusive education; to identify the inclusion policies; to conceptualize high abilities/super ability; and to analyze the policies for special and inclusive education in the state, in order to understand the perspective of meeting the demands of this public. From the methodological point of view, a qualitative, bibliographic, and documental research was carried out. From the conceptual point of view, to clarify issues related to the theme, the study was based on several authors who address the subject. As for the organization of the research, the text was divided into three chapters: in the first, the historical and conceptual aspects of special and inclusive education were highlighted, as well as the public educational policies aimed at inclusion; in the second, concepts were highlighted and some reflections on high abilities/super ability were woven, highlighting the role of the family in the diagnosis and development of children with these characteristics; finally, in the third chapter, we proceeded to the analysis of educational policies and the inclusion of these students. It was observed that, although several policies have been developed to meet the specificities of these subjects, broader transformations are still needed.