Master Degree in Developmental Psycology - UNESP, Bauru (Sao Paulo State University) On-going PhD in Education - UNESP, Marília (Sao Paulo State University)
Program for the development of creativity for students with and without giftedeness, 2020
Abstract: Although the interest in giftedness has expanded in recent years in Brazil, there is st... more Abstract: Although the interest in giftedness has expanded in recent years in Brazil, there is still little identification and work with these people-who are also part of the public assisted by Brazilian special education in accordance with current legislation. Due to the importance of knowing more and promoting educational enrichment to students with such characteristics, extracurricular activities were developed for children with giftedness aiming to promote the development of participants' creativity through foreign language (English) supplementation. However, students without signs of giftedness and with the same characteristics of the first group were invited to participate in the project, totaling 12 participants, six boys and six girls. The work was carried out in a school located in a medium-sized city in the state of São Paulo. Students' creativity was evaluated through the Torrance Test and the English through an evaluation elaborated by the researcher. As results, it was obtained that different measures of creativity were developed in the groups with more significant results for the students without signs of giftedness, revealing the importance of stimulating this ability in all students. / Resumo: No Brasil, embora o interesse pelo tema Altas Habilidades/Superdotação (AH/SD) tenha se ampliado nos últimos anos, ainda há pouca identificação e trabalho com tais pessoas-que também são parte do público atendido pela educação especial brasileira de acordo com a legislação vigente. Assim, devido à importância de se conhecer mais e proporcionar o enriquecimento educacional a alunos com tais características, foram desenvolvidas atividades extracurriculares para crianças com AH/SD com o objetivo de promover o desenvolvimento da criatividade dos participantes por meio de suplementação em língua estrangeira (inglesa). Alunos sem indicativos de AH/SD, todavia, com o mesmo perfil do primeiro grupo, foram convidados a participar do projeto, totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado em uma escola localizada em uma cidade de médio porte do interior do estado de São Paulo. A criatividade dos alunos foi avaliada por meio do Teste de Torrance e a língua inglesa por meio de avaliação elaborada pela pesquisadora. Como resultados, obteve-se que diferentes medidas de criatividade foram ampliadas nos grupos, havendo maior significância para os alunos sem indicativos de AH/SD, revelando a importância de se estimular tal habilidade em todos os alunos.
European Journal of Special Education Research, 2019
This study aimed to identify the number of gifted children, and the teachers' (mis) conception ab... more This study aimed to identify the number of gifted children, and the teachers' (mis) conception about giftedness. The study was carried out in public schools in the city of Bauru in the state of São Paulo, Brazil. Data was collected by asking teachers to fill in a standardized form about the characteristics of gifted children and to answer a questionnaire agreeing or disagreeing with assumptions regarding gifted students' behavior. The research was carried out with 111 teachers from elementary school: 82% with a major degree in pedagogy and 22.5% with a post-graduation (lato sensu) course. This research revealed important and relevant data that may be used as guidelines to plan teacher development courses and seminar on the subject, including that 29% of the teachers have little knowledge on the subject; 36,9% teacher were currently teaching gifted students and 93,6% of them had students with three or more characteristics of i SUPERDOTACIÓN: INVESTIGACIÓN SOBRE NIÑOS BRASILEÑOS Y LA CONCEPCIÓN (ERRÓNEA) DE EDUCADORES Resumen: Este estudio tuvo como objetivo identificar la cantidad de niños superdotados y la concepción (errónea) de los maestros sobre la superdotación. El estudio se realizó en escuelas públicas de la ciudad de Bauru en el estado de Sao Paulo, Brasil. La fecha se recopiló solicitando a los maestros que rellenen un formulario estandarizado sobre las características de los niños superdotados y que respondan a un cuestionario de acuerdo o en desacuerdo con los supuestos sobre el comportamiento de los alumnos superdotados. La investigación se realizó con 111 docentes de la escuela primaria: 82% con especialización en pedagogía y 22.5% con un curso de posgrado (lato sensu). Esta investigación reveló datos importantes y relevantes que pueden usarse como pautas para planificar cursos y seminarios de desarrollo docente sobre el tema, incluido que el 29% de los maestros tienen poco conocimiento sobre el tema; el 36.9% de los maestros actualmente enseñaban a estudiantes superdotados y el 93.6% de ellos tenían estudiantes con tres o más características de superdotados en sus clases. Los niños superdotados se informaron principalmente en Artes (19.82%), en segundo lugar en razonamiento lógico (5.41%) y en tercer lugar en inteligencia (4.5%).
Over the years, the number of Brazilian students identified with giftedness has been
increasing, ... more Over the years, the number of Brazilian students identified with giftedness has been increasing, however, teachers and educational institutions still lack more knowledge about the subject to better meet the needs of this public, it is also very important to carry out works on the topic, especially with the aim of guiding educators about them and helping them to develop methodologies focused on the best practices with these children and young people. For this reason, a review of the literature was conducted by consulting the Capes database using the descriptors "high abilities" (giftedness), "Brazil" and "São Paulo" in order to make a relation of the productions that have been published in the different Brazilian regions classifying them by states. The main objective of this work is to present the results obtained, with a greater focus in the state of São Paulo due to its expressiveness in this area, as well as to present the topics currently addressed and the remaining gaps. As a conclusion, this research highlights that most of the productions still focus on literature reviews or research reports with educators, but little is known about works that are or can be performed with gifted students and there is a lack of empirical programs that can be replicated. KEYWORDS: High abilities. Publications. Brazilian regions. Giftedness.
Atualmente no Brasil, são poucos os alunos identificados com Altas
Habilidades/Superdotação (AH/S... more Atualmente no Brasil, são poucos os alunos identificados com Altas Habilidades/Superdotação (AH/SD) e ainda mais problemática é a oferta de atividades de enriquecimento a tal público a partir de áreas de seu interesse. Por isto, optou-se por realizar um programa de suplementação para crianças com AH/SD que demonstraram interesse em aprender língua inglesa. Tal programa foi elaborado com o objetivo de desenvolver não apenas o idioma, mas também a criatividade dos participantes. Alunos sem AH/SD e com as mesmas características do primeiro grupo ingressaram no projeto, totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado durante o segundo semestre de 2015, tendo como objetivos verificar o desenvolvimento da criatividade antes e após o programa de suplementação e comparar o desempenho dos grupos a fim de analisar a intervenção realizada. Para a obtenção dos dados, foram realizados dez encontros destinados à intervenção e outros dois para aplicação do Teste de Criatividade Figural Infantil (TCFI). Os resultados evidenciaram que o programa de intervenção desenvolveu três fatores, dos cinco avaliados pelo teste, com significância estatística na comparação geral dos alunos: Enriquecimento de ideias, aspectos cognitivos e Fator geral – havendo diferença entre os fatores ao se analisar os resultados por grupos com e sem AH/SD. Observou-se, deste modo, que oportunizar um ambiente enriquecedor beneficiou, de formas diferentes, o desenvolvimento da criatividade de todos os envolvidos no processo.
RESUMO. A criatividade e a memória operacional são marcadores de sucesso acadêmico e profissional... more RESUMO. A criatividade e a memória operacional são marcadores de sucesso acadêmico e profissional. Paradoxalmente, estudos correlacionais nem sempre encontram associações entre esses constructos, algumas pesquisas evidenciam associações positivas entre os mesmos, e outras, associações negativas. Provavelmente, os achados contraditórios decorrem de parâmetros distintos, sendo importante identificá-los para uma compreensão mais coerente de tais relações. Assim, esta revisão sistemática de literatura teve como objetivo responder às questões: " Qual a relação entre memória operacional e criatividade? Processos mnemônicos de atualização e de recordação serial interferem igualmente na produção de pensamento convergente ou divergente? " Para tanto, um levantamento com descritores específicos gerou 384 artigos encontrados nas bases de dados da Scopus, Web of Science e Pubmed, dos quais, foram selecionados 15 estudos. Apesar da variabilidade metodológica apresentada entre os estudos selecionados, os resultados encontrados sugerem associações entre memória operacional e criatividade, que se explicam pelos processos atencionais, inibitórios, analíticos e motivacionais envolvidos. A revisão sistemática desses estudos permitiu concluir que as características das tarefas experimentais para estudo da criatividade e de memória operacional utilizadas podem influenciar nos resultados obtidos de tal associação. Depreende-se, também, que a sobrecarga de memória operacional pode prejudicar o desempenho criativo. ABSTRACT. Creativity and working memory are academic and professional success markers. Paradoxically, correlational studies do not always find associations between these constructs; some studies show positive associations between them and others show negative associ ations. Probably, the contradictory findings arise from different parameters, because of that it is important to identify them in order to have a more coherent understanding of this relationship. Thus, this systematic literature review aimed to answer the questions: " What is the relationship between working memory and creativity? Do update and serial recall mnemonic processes also interfere in the production of convergent or divergent thinking? " For this purpose, a survey of specific descriptors generated 3 84 articles found in Scopus, Web of Science and Pubmed databases, from which fifteen studies were selected. Despite the methodological variability between the selected studies, the results found suggest association s between working memory and creativity, which are explained by the attentional, inhibitory, analytical and motivational processes involved. A systematic review of these studies concluded that the characteristics of experimental tasks to study creativity and working memory used can influence the results of this association. It is also possible to infer that working memory overload can impair creative performance.
According to many authors, giftedness and creativity are usually connected. Because of that, this... more According to many authors, giftedness and creativity are usually connected. Because of that, this paperaimed to test this hypothesis, evaluating and reportingconnections between gifted and non-gifted children and creativity by evaluating Brazilian students from a public school. The researchinvolved a group of gifted students and a control group with non-gifted ones. The first group was previously identified with giftedness in a master degree research conducted in 2013 and published in 2015(MENDONÇA, 2015). Both groups consisted of 2nd to 5th graders, studying in the same place. Children were evaluated by using a creativity test (Torrance Test of Creative Thinking) and their scores were analyzed and compared. From the analysis of the obtained data, the central questions that guided this paper were answered: "Is there a connection between giftedness and creativity? Are all gifted students more creative than non-gifted ones?"
This is a work-in-progress study that aims to evaluate and report if the creativity of gifted ... more This is a work-in-progress study that aims to evaluate and report if the creativity of gifted students can be better developed through a study carried out with a foreign language. The study involves a group of gifted students and a control group with nongifted ones. The first group was previously identified in a master degree research conducted in 2013. Both groups consist of 2nd to 5th graders, studying in the same place and having the same foreign language (English) classes offered after regular hours and not as part of the school program. Children will be evaluated by using pre and post-tests, having their creativity analyzed (through TTCT) in order to verify whether there were significant changes when comparing pre and post-tests and possible differences between the two groups. From the analysis of the obtained data, the central questions that guide this paper will be answered: "Is it possible to enhance the development of creativity through a foreign language? Does this process occur more effectively in the group of gifted students?"
RESUMO: alunos com altas habilidades/superdotação (AH/SD), embora sejam parte do público-alvo con... more RESUMO: alunos com altas habilidades/superdotação (AH/SD), embora sejam parte do público-alvo contemplado pela Educação Especial brasileira, muitas vezes não recebem a mesma atenção que alunos com deficiência. Uma das características de alunos com AH/SD é a criatividade, que deve ser estimulada a fim de ser desenvolvida. Nesse contexto, este artigo apresenta uma revisão de literatura elaborada a partir de artigos produzidos entre 2005 e 2015 visando a descrever a relação entre os constructos criatividade e altas habilidades/superdotação e verificar como tem ocorrido o estímulo da criatividade a tal público. Uma busca nas bases de dados Web of Science e Dialnet com os unitermos " giftedness " e " creativity " foi realizada e obtidos 20 artigos que abordavam a inter-relação dos temas apresentados. Eles foram classificados em: estudos teóricos (4); revisão de literatura (4); e estudos experimentais (12). Após a leitura dos textos encontrados, verificou-se que a temática que mais se repetiu foi a comparação da criatividade em alunos com e sem AH/SD, especialmente tendo alunos do Ensino Fundamental como público-alvo. Os diferentes resultados encontrados também revelam uma preocupação quanto à confiabilidade de resultados obtidos por meio de testes, especialmente quanto à sua influência sobre o emocional dos participantes e à falta de padronização entre os instrumentos, o que dificulta uma análise precisa da relação entre AH/SD e criatividade. A falta de publicação a respeito de programas de enriquecimento da criatividade a alunos com AH/SD revela que há maior preocupação em mensurar do que desenvolver a criatividade nesse público. ABSTRACT: Gifted students are part of the audience contemplated by Brazilian Special Education, they do not often receive the same attention given to students with disabilities, though. One of the characteristics of students with giftedness is creativity, which should be stimulated in order to be developed. In this context, this article presents a literature review from articles produced between 2005 and 2015 aiming to describe the relationship between creativity and giftedness, and to verify how creativity stimulation in this population is occurring. Searches in the Web of Science and Dialnet databases with the uniterms giftedness and creativity were carried out and 20 articles addressing the interrelationship of the presented issues were obtained. They were classified as: theoretical studies (4); literature review (4), and experimental studies (12). After reading the articles, it was found that the most frequent theme was the comparison of creativity in students with and without giftedness, especially with elementary school students as audience. Different results also reveal a concern about the reliability of results obtained through tests, especially regarding to its influence on participants' emotional factors, and also the lack of standardization among the instruments, which impair accurate analysis of the relationship between giftedness and creativity. The lack of articles about creativity enrichment programs for students with giftedness indicates that there is greater concern in measuring than developing creativity in this population.
The consolidation of school inclusion paradigm requires changes in education systems to ensure ac... more The consolidation of school inclusion paradigm requires changes in education systems to ensure access and learning for all students. The adjustments are one of these fronts and offer flexibility to the curriculum access, but it also requires that teachers are able to do so. In this context, continuing education programs – face and distance learning – have enabled to empower educators to carry out curricular adjustments according to the students` differences. This study aimed to identify what education professionals said about curriculum adaptations and compare whether groups with different experiences differed on how to implement them. Nine hundred and four school workers enrolled in distance teaching continuing program responded to an electronic questionnaire about curriculum adjustments. The collected data were submitted to descriptive and statistical analysis. As a result, significant differences were found among different groups of Regular Education for the categories “Significant adjustment score” and “total of adjustments” while the Special Education groups presented differences only in “Significant adjustment score”. There was also positive and weak correlation between “time experience” and the categories of “adjustments”. The findings suggest that the time of professional experience favors curricular adjustments, but other factors that corroborated for the execution of these practices should be investigated.
This is a work-in-progress study that aims to evaluate and report if the creativity of gifted ... more This is a work-in-progress study that aims to evaluate and report if the creativity of gifted students can be better developed through a study carried out with a foreign language. The study involves a group of gifted students and a control group with non-gifted ones. The first group was previously identified in a master degree research conducted in 2013. Both groups consist of 2nd to 5th graders, studying in the same place and having the same foreign language (English) classes offered after regular hours and not as part of the school program. Children will be evaluated by using pre and post-tests, having their creativity analyzed (through TTCT) in order to verify whether there were significant changes when comparing pre and post-tests and possible differences between the two groups. From the analysis of the obtained data, the central questions that guide this paper will be answered: "Is it possible to enhance the development of creativity through a foreign language? Does this process occur more effectively in the group of gifted students?"
According to many authors, giftedness and creativity are usually connected. Because of... more According to many authors, giftedness and creativity are usually connected. Because of that, this paperaimed to test this hypothesis, evaluating and reportingconnections between gifted and non-gifted children and creativity by evaluating Brazilian students from a public school. The researchinvolved a group of gifted students and a control group with non-gifted ones. The first group was previously identified with giftedness in a master degree research conducted in 2013 and published in 2015(MENDONÇA, 2015). Both groups consisted of 2nd to 5th graders, studying in the same place. Children were evaluated by using a creativity test (Torrance Test of Creative Thinking) and their scores were analyzed and compared. From the analysis of the obtained data, the central questions that guided this paper were answered: "Is there a connection between giftedness and creativity? Are all gifted students more creative than non-gifted ones?"
Program for the development of creativity for students with and without giftedeness, 2020
Abstract: Although the interest in giftedness has expanded in recent years in Brazil, there is st... more Abstract: Although the interest in giftedness has expanded in recent years in Brazil, there is still little identification and work with these people-who are also part of the public assisted by Brazilian special education in accordance with current legislation. Due to the importance of knowing more and promoting educational enrichment to students with such characteristics, extracurricular activities were developed for children with giftedness aiming to promote the development of participants' creativity through foreign language (English) supplementation. However, students without signs of giftedness and with the same characteristics of the first group were invited to participate in the project, totaling 12 participants, six boys and six girls. The work was carried out in a school located in a medium-sized city in the state of São Paulo. Students' creativity was evaluated through the Torrance Test and the English through an evaluation elaborated by the researcher. As results, it was obtained that different measures of creativity were developed in the groups with more significant results for the students without signs of giftedness, revealing the importance of stimulating this ability in all students. / Resumo: No Brasil, embora o interesse pelo tema Altas Habilidades/Superdotação (AH/SD) tenha se ampliado nos últimos anos, ainda há pouca identificação e trabalho com tais pessoas-que também são parte do público atendido pela educação especial brasileira de acordo com a legislação vigente. Assim, devido à importância de se conhecer mais e proporcionar o enriquecimento educacional a alunos com tais características, foram desenvolvidas atividades extracurriculares para crianças com AH/SD com o objetivo de promover o desenvolvimento da criatividade dos participantes por meio de suplementação em língua estrangeira (inglesa). Alunos sem indicativos de AH/SD, todavia, com o mesmo perfil do primeiro grupo, foram convidados a participar do projeto, totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado em uma escola localizada em uma cidade de médio porte do interior do estado de São Paulo. A criatividade dos alunos foi avaliada por meio do Teste de Torrance e a língua inglesa por meio de avaliação elaborada pela pesquisadora. Como resultados, obteve-se que diferentes medidas de criatividade foram ampliadas nos grupos, havendo maior significância para os alunos sem indicativos de AH/SD, revelando a importância de se estimular tal habilidade em todos os alunos.
European Journal of Special Education Research, 2019
This study aimed to identify the number of gifted children, and the teachers' (mis) conception ab... more This study aimed to identify the number of gifted children, and the teachers' (mis) conception about giftedness. The study was carried out in public schools in the city of Bauru in the state of São Paulo, Brazil. Data was collected by asking teachers to fill in a standardized form about the characteristics of gifted children and to answer a questionnaire agreeing or disagreeing with assumptions regarding gifted students' behavior. The research was carried out with 111 teachers from elementary school: 82% with a major degree in pedagogy and 22.5% with a post-graduation (lato sensu) course. This research revealed important and relevant data that may be used as guidelines to plan teacher development courses and seminar on the subject, including that 29% of the teachers have little knowledge on the subject; 36,9% teacher were currently teaching gifted students and 93,6% of them had students with three or more characteristics of i SUPERDOTACIÓN: INVESTIGACIÓN SOBRE NIÑOS BRASILEÑOS Y LA CONCEPCIÓN (ERRÓNEA) DE EDUCADORES Resumen: Este estudio tuvo como objetivo identificar la cantidad de niños superdotados y la concepción (errónea) de los maestros sobre la superdotación. El estudio se realizó en escuelas públicas de la ciudad de Bauru en el estado de Sao Paulo, Brasil. La fecha se recopiló solicitando a los maestros que rellenen un formulario estandarizado sobre las características de los niños superdotados y que respondan a un cuestionario de acuerdo o en desacuerdo con los supuestos sobre el comportamiento de los alumnos superdotados. La investigación se realizó con 111 docentes de la escuela primaria: 82% con especialización en pedagogía y 22.5% con un curso de posgrado (lato sensu). Esta investigación reveló datos importantes y relevantes que pueden usarse como pautas para planificar cursos y seminarios de desarrollo docente sobre el tema, incluido que el 29% de los maestros tienen poco conocimiento sobre el tema; el 36.9% de los maestros actualmente enseñaban a estudiantes superdotados y el 93.6% de ellos tenían estudiantes con tres o más características de superdotados en sus clases. Los niños superdotados se informaron principalmente en Artes (19.82%), en segundo lugar en razonamiento lógico (5.41%) y en tercer lugar en inteligencia (4.5%).
Over the years, the number of Brazilian students identified with giftedness has been
increasing, ... more Over the years, the number of Brazilian students identified with giftedness has been increasing, however, teachers and educational institutions still lack more knowledge about the subject to better meet the needs of this public, it is also very important to carry out works on the topic, especially with the aim of guiding educators about them and helping them to develop methodologies focused on the best practices with these children and young people. For this reason, a review of the literature was conducted by consulting the Capes database using the descriptors "high abilities" (giftedness), "Brazil" and "São Paulo" in order to make a relation of the productions that have been published in the different Brazilian regions classifying them by states. The main objective of this work is to present the results obtained, with a greater focus in the state of São Paulo due to its expressiveness in this area, as well as to present the topics currently addressed and the remaining gaps. As a conclusion, this research highlights that most of the productions still focus on literature reviews or research reports with educators, but little is known about works that are or can be performed with gifted students and there is a lack of empirical programs that can be replicated. KEYWORDS: High abilities. Publications. Brazilian regions. Giftedness.
Atualmente no Brasil, são poucos os alunos identificados com Altas
Habilidades/Superdotação (AH/S... more Atualmente no Brasil, são poucos os alunos identificados com Altas Habilidades/Superdotação (AH/SD) e ainda mais problemática é a oferta de atividades de enriquecimento a tal público a partir de áreas de seu interesse. Por isto, optou-se por realizar um programa de suplementação para crianças com AH/SD que demonstraram interesse em aprender língua inglesa. Tal programa foi elaborado com o objetivo de desenvolver não apenas o idioma, mas também a criatividade dos participantes. Alunos sem AH/SD e com as mesmas características do primeiro grupo ingressaram no projeto, totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado durante o segundo semestre de 2015, tendo como objetivos verificar o desenvolvimento da criatividade antes e após o programa de suplementação e comparar o desempenho dos grupos a fim de analisar a intervenção realizada. Para a obtenção dos dados, foram realizados dez encontros destinados à intervenção e outros dois para aplicação do Teste de Criatividade Figural Infantil (TCFI). Os resultados evidenciaram que o programa de intervenção desenvolveu três fatores, dos cinco avaliados pelo teste, com significância estatística na comparação geral dos alunos: Enriquecimento de ideias, aspectos cognitivos e Fator geral – havendo diferença entre os fatores ao se analisar os resultados por grupos com e sem AH/SD. Observou-se, deste modo, que oportunizar um ambiente enriquecedor beneficiou, de formas diferentes, o desenvolvimento da criatividade de todos os envolvidos no processo.
RESUMO. A criatividade e a memória operacional são marcadores de sucesso acadêmico e profissional... more RESUMO. A criatividade e a memória operacional são marcadores de sucesso acadêmico e profissional. Paradoxalmente, estudos correlacionais nem sempre encontram associações entre esses constructos, algumas pesquisas evidenciam associações positivas entre os mesmos, e outras, associações negativas. Provavelmente, os achados contraditórios decorrem de parâmetros distintos, sendo importante identificá-los para uma compreensão mais coerente de tais relações. Assim, esta revisão sistemática de literatura teve como objetivo responder às questões: " Qual a relação entre memória operacional e criatividade? Processos mnemônicos de atualização e de recordação serial interferem igualmente na produção de pensamento convergente ou divergente? " Para tanto, um levantamento com descritores específicos gerou 384 artigos encontrados nas bases de dados da Scopus, Web of Science e Pubmed, dos quais, foram selecionados 15 estudos. Apesar da variabilidade metodológica apresentada entre os estudos selecionados, os resultados encontrados sugerem associações entre memória operacional e criatividade, que se explicam pelos processos atencionais, inibitórios, analíticos e motivacionais envolvidos. A revisão sistemática desses estudos permitiu concluir que as características das tarefas experimentais para estudo da criatividade e de memória operacional utilizadas podem influenciar nos resultados obtidos de tal associação. Depreende-se, também, que a sobrecarga de memória operacional pode prejudicar o desempenho criativo. ABSTRACT. Creativity and working memory are academic and professional success markers. Paradoxically, correlational studies do not always find associations between these constructs; some studies show positive associations between them and others show negative associ ations. Probably, the contradictory findings arise from different parameters, because of that it is important to identify them in order to have a more coherent understanding of this relationship. Thus, this systematic literature review aimed to answer the questions: " What is the relationship between working memory and creativity? Do update and serial recall mnemonic processes also interfere in the production of convergent or divergent thinking? " For this purpose, a survey of specific descriptors generated 3 84 articles found in Scopus, Web of Science and Pubmed databases, from which fifteen studies were selected. Despite the methodological variability between the selected studies, the results found suggest association s between working memory and creativity, which are explained by the attentional, inhibitory, analytical and motivational processes involved. A systematic review of these studies concluded that the characteristics of experimental tasks to study creativity and working memory used can influence the results of this association. It is also possible to infer that working memory overload can impair creative performance.
According to many authors, giftedness and creativity are usually connected. Because of that, this... more According to many authors, giftedness and creativity are usually connected. Because of that, this paperaimed to test this hypothesis, evaluating and reportingconnections between gifted and non-gifted children and creativity by evaluating Brazilian students from a public school. The researchinvolved a group of gifted students and a control group with non-gifted ones. The first group was previously identified with giftedness in a master degree research conducted in 2013 and published in 2015(MENDONÇA, 2015). Both groups consisted of 2nd to 5th graders, studying in the same place. Children were evaluated by using a creativity test (Torrance Test of Creative Thinking) and their scores were analyzed and compared. From the analysis of the obtained data, the central questions that guided this paper were answered: "Is there a connection between giftedness and creativity? Are all gifted students more creative than non-gifted ones?"
This is a work-in-progress study that aims to evaluate and report if the creativity of gifted ... more This is a work-in-progress study that aims to evaluate and report if the creativity of gifted students can be better developed through a study carried out with a foreign language. The study involves a group of gifted students and a control group with nongifted ones. The first group was previously identified in a master degree research conducted in 2013. Both groups consist of 2nd to 5th graders, studying in the same place and having the same foreign language (English) classes offered after regular hours and not as part of the school program. Children will be evaluated by using pre and post-tests, having their creativity analyzed (through TTCT) in order to verify whether there were significant changes when comparing pre and post-tests and possible differences between the two groups. From the analysis of the obtained data, the central questions that guide this paper will be answered: "Is it possible to enhance the development of creativity through a foreign language? Does this process occur more effectively in the group of gifted students?"
RESUMO: alunos com altas habilidades/superdotação (AH/SD), embora sejam parte do público-alvo con... more RESUMO: alunos com altas habilidades/superdotação (AH/SD), embora sejam parte do público-alvo contemplado pela Educação Especial brasileira, muitas vezes não recebem a mesma atenção que alunos com deficiência. Uma das características de alunos com AH/SD é a criatividade, que deve ser estimulada a fim de ser desenvolvida. Nesse contexto, este artigo apresenta uma revisão de literatura elaborada a partir de artigos produzidos entre 2005 e 2015 visando a descrever a relação entre os constructos criatividade e altas habilidades/superdotação e verificar como tem ocorrido o estímulo da criatividade a tal público. Uma busca nas bases de dados Web of Science e Dialnet com os unitermos " giftedness " e " creativity " foi realizada e obtidos 20 artigos que abordavam a inter-relação dos temas apresentados. Eles foram classificados em: estudos teóricos (4); revisão de literatura (4); e estudos experimentais (12). Após a leitura dos textos encontrados, verificou-se que a temática que mais se repetiu foi a comparação da criatividade em alunos com e sem AH/SD, especialmente tendo alunos do Ensino Fundamental como público-alvo. Os diferentes resultados encontrados também revelam uma preocupação quanto à confiabilidade de resultados obtidos por meio de testes, especialmente quanto à sua influência sobre o emocional dos participantes e à falta de padronização entre os instrumentos, o que dificulta uma análise precisa da relação entre AH/SD e criatividade. A falta de publicação a respeito de programas de enriquecimento da criatividade a alunos com AH/SD revela que há maior preocupação em mensurar do que desenvolver a criatividade nesse público. ABSTRACT: Gifted students are part of the audience contemplated by Brazilian Special Education, they do not often receive the same attention given to students with disabilities, though. One of the characteristics of students with giftedness is creativity, which should be stimulated in order to be developed. In this context, this article presents a literature review from articles produced between 2005 and 2015 aiming to describe the relationship between creativity and giftedness, and to verify how creativity stimulation in this population is occurring. Searches in the Web of Science and Dialnet databases with the uniterms giftedness and creativity were carried out and 20 articles addressing the interrelationship of the presented issues were obtained. They were classified as: theoretical studies (4); literature review (4), and experimental studies (12). After reading the articles, it was found that the most frequent theme was the comparison of creativity in students with and without giftedness, especially with elementary school students as audience. Different results also reveal a concern about the reliability of results obtained through tests, especially regarding to its influence on participants' emotional factors, and also the lack of standardization among the instruments, which impair accurate analysis of the relationship between giftedness and creativity. The lack of articles about creativity enrichment programs for students with giftedness indicates that there is greater concern in measuring than developing creativity in this population.
The consolidation of school inclusion paradigm requires changes in education systems to ensure ac... more The consolidation of school inclusion paradigm requires changes in education systems to ensure access and learning for all students. The adjustments are one of these fronts and offer flexibility to the curriculum access, but it also requires that teachers are able to do so. In this context, continuing education programs – face and distance learning – have enabled to empower educators to carry out curricular adjustments according to the students` differences. This study aimed to identify what education professionals said about curriculum adaptations and compare whether groups with different experiences differed on how to implement them. Nine hundred and four school workers enrolled in distance teaching continuing program responded to an electronic questionnaire about curriculum adjustments. The collected data were submitted to descriptive and statistical analysis. As a result, significant differences were found among different groups of Regular Education for the categories “Significant adjustment score” and “total of adjustments” while the Special Education groups presented differences only in “Significant adjustment score”. There was also positive and weak correlation between “time experience” and the categories of “adjustments”. The findings suggest that the time of professional experience favors curricular adjustments, but other factors that corroborated for the execution of these practices should be investigated.
This is a work-in-progress study that aims to evaluate and report if the creativity of gifted ... more This is a work-in-progress study that aims to evaluate and report if the creativity of gifted students can be better developed through a study carried out with a foreign language. The study involves a group of gifted students and a control group with non-gifted ones. The first group was previously identified in a master degree research conducted in 2013. Both groups consist of 2nd to 5th graders, studying in the same place and having the same foreign language (English) classes offered after regular hours and not as part of the school program. Children will be evaluated by using pre and post-tests, having their creativity analyzed (through TTCT) in order to verify whether there were significant changes when comparing pre and post-tests and possible differences between the two groups. From the analysis of the obtained data, the central questions that guide this paper will be answered: "Is it possible to enhance the development of creativity through a foreign language? Does this process occur more effectively in the group of gifted students?"
According to many authors, giftedness and creativity are usually connected. Because of... more According to many authors, giftedness and creativity are usually connected. Because of that, this paperaimed to test this hypothesis, evaluating and reportingconnections between gifted and non-gifted children and creativity by evaluating Brazilian students from a public school. The researchinvolved a group of gifted students and a control group with non-gifted ones. The first group was previously identified with giftedness in a master degree research conducted in 2013 and published in 2015(MENDONÇA, 2015). Both groups consisted of 2nd to 5th graders, studying in the same place. Children were evaluated by using a creativity test (Torrance Test of Creative Thinking) and their scores were analyzed and compared. From the analysis of the obtained data, the central questions that guided this paper were answered: "Is there a connection between giftedness and creativity? Are all gifted students more creative than non-gifted ones?"
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Papers by Tais Crema Remoli Ferreira
increasing, however, teachers and educational institutions still lack more knowledge about
the subject to better meet the needs of this public, it is also very important to carry out works
on the topic, especially with the aim of guiding educators about them and helping them to
develop methodologies focused on the best practices with these children and young people.
For this reason, a review of the literature was conducted by consulting the Capes database using the descriptors "high abilities" (giftedness), "Brazil" and "São Paulo" in order to make a
relation of the productions that have been published in the different Brazilian regions
classifying them by states. The main objective of this work is to present the results obtained,
with a greater focus in the state of São Paulo due to its expressiveness in this area, as well as
to present the topics currently addressed and the remaining gaps. As a conclusion, this
research highlights that most of the productions still focus on literature reviews or research
reports with educators, but little is known about works that are or can be performed with
gifted students and there is a lack of empirical programs that can be replicated.
KEYWORDS: High abilities. Publications. Brazilian regions. Giftedness.
Habilidades/Superdotação (AH/SD) e ainda mais problemática é a oferta de atividades de enriquecimento a tal público a partir de áreas de seu interesse. Por isto, optou-se por realizar um programa de suplementação para crianças com AH/SD que demonstraram
interesse em aprender língua inglesa. Tal programa foi elaborado com o objetivo de desenvolver não apenas o idioma, mas também a criatividade dos participantes. Alunos sem AH/SD e com as mesmas características do primeiro grupo ingressaram no projeto,
totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado durante o segundo semestre de 2015, tendo como objetivos verificar o desenvolvimento da criatividade antes e após o programa de suplementação e comparar o desempenho dos grupos a fim de analisar a intervenção realizada. Para a obtenção dos dados, foram
realizados dez encontros destinados à intervenção e outros dois para aplicação do Teste de Criatividade Figural Infantil (TCFI). Os resultados evidenciaram que o programa de intervenção desenvolveu três fatores, dos cinco avaliados pelo teste, com significância estatística na comparação geral dos alunos: Enriquecimento de ideias, aspectos cognitivos e Fator geral – havendo diferença entre os fatores ao se analisar os resultados por grupos com e sem AH/SD. Observou-se, deste modo, que oportunizar um ambiente enriquecedor beneficiou, de formas diferentes, o desenvolvimento da criatividade de todos os envolvidos no processo.
paperaimed to test this hypothesis, evaluating and reportingconnections between gifted and non-gifted
children and creativity by evaluating Brazilian students from a public school. The researchinvolved a group
of gifted students and a control group with non-gifted ones. The first group was previously identified with
giftedness in a master degree research conducted in 2013 and published in 2015(MENDONÇA, 2015).
Both groups consisted of 2nd to 5th graders, studying in the same place. Children were evaluated by using
a creativity test (Torrance Test of Creative Thinking) and their scores were analyzed and compared. From
the analysis of the obtained data, the central questions that guided this paper were answered: "Is there a
connection between giftedness and creativity? Are all gifted students more creative than non-gifted ones?"
increasing, however, teachers and educational institutions still lack more knowledge about
the subject to better meet the needs of this public, it is also very important to carry out works
on the topic, especially with the aim of guiding educators about them and helping them to
develop methodologies focused on the best practices with these children and young people.
For this reason, a review of the literature was conducted by consulting the Capes database using the descriptors "high abilities" (giftedness), "Brazil" and "São Paulo" in order to make a
relation of the productions that have been published in the different Brazilian regions
classifying them by states. The main objective of this work is to present the results obtained,
with a greater focus in the state of São Paulo due to its expressiveness in this area, as well as
to present the topics currently addressed and the remaining gaps. As a conclusion, this
research highlights that most of the productions still focus on literature reviews or research
reports with educators, but little is known about works that are or can be performed with
gifted students and there is a lack of empirical programs that can be replicated.
KEYWORDS: High abilities. Publications. Brazilian regions. Giftedness.
Habilidades/Superdotação (AH/SD) e ainda mais problemática é a oferta de atividades de enriquecimento a tal público a partir de áreas de seu interesse. Por isto, optou-se por realizar um programa de suplementação para crianças com AH/SD que demonstraram
interesse em aprender língua inglesa. Tal programa foi elaborado com o objetivo de desenvolver não apenas o idioma, mas também a criatividade dos participantes. Alunos sem AH/SD e com as mesmas características do primeiro grupo ingressaram no projeto,
totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado durante o segundo semestre de 2015, tendo como objetivos verificar o desenvolvimento da criatividade antes e após o programa de suplementação e comparar o desempenho dos grupos a fim de analisar a intervenção realizada. Para a obtenção dos dados, foram
realizados dez encontros destinados à intervenção e outros dois para aplicação do Teste de Criatividade Figural Infantil (TCFI). Os resultados evidenciaram que o programa de intervenção desenvolveu três fatores, dos cinco avaliados pelo teste, com significância estatística na comparação geral dos alunos: Enriquecimento de ideias, aspectos cognitivos e Fator geral – havendo diferença entre os fatores ao se analisar os resultados por grupos com e sem AH/SD. Observou-se, deste modo, que oportunizar um ambiente enriquecedor beneficiou, de formas diferentes, o desenvolvimento da criatividade de todos os envolvidos no processo.
paperaimed to test this hypothesis, evaluating and reportingconnections between gifted and non-gifted
children and creativity by evaluating Brazilian students from a public school. The researchinvolved a group
of gifted students and a control group with non-gifted ones. The first group was previously identified with
giftedness in a master degree research conducted in 2013 and published in 2015(MENDONÇA, 2015).
Both groups consisted of 2nd to 5th graders, studying in the same place. Children were evaluated by using
a creativity test (Torrance Test of Creative Thinking) and their scores were analyzed and compared. From
the analysis of the obtained data, the central questions that guided this paper were answered: "Is there a
connection between giftedness and creativity? Are all gifted students more creative than non-gifted ones?"