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A sobredotação na Região Autónoma da Madeira: desenvolvimento de políticas e práticas educativas
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Abstract(s)
A atenção à sobredotação e a alunos com altas capacidades, na Região Autónoma da Madeira (RAM), tem sido referenciada pelo seu pioneirismo no contexto português. Neste artigo descreve-se a evolução desde os anos 90 dos mecanismos de atendimento das crianças e adolescentes com elevadas capacidades, e respetivo enquadramento legal. Os dados foram recolhidos a partir de entrevistas a alguns dos intervenientes neste processo e através da consulta de documentos disponíveis. Assim, foi possível organizar o percurso histórico da sobredotação na Madeira, apresentando um breve enquadramento da emergência do apoio à sobredotação e descrevendo três fases sequenciais do mesmo: (a) Implementação de serviços de atendimento; (b) Consolidação da prestação de serviços; e (c) Serviços prestados na atualidade. De uma forma geral, apesar da evolução e modificação dos serviços, o investimento tem-se centrado no processo de identificação e de intervenção, na formação e na prática baseada em evidência, procurando fazer convergir as atuações com as orientações internacionais na área. Apontam-se algumas reflexões sobre as políticas públicas na área da sobredotação, tendo como premissa a escola inclusiva e uma melhoria de serviços que promovam a igualdade de oportunidades e a diferenciação das práticas educativas, em função das características e necessidades de cada aluno.
Attention to giftedness and high ability students, in the Autonomous Region of Madeira (RAM), has been acknowledged for being pioneer in Portugal. The main purpose of this paper is to outline the evolution of practices for high abilities students, and their legal framework, since the 90s, in RAM. Data were collected from interviews with some of the actors in this process and through analysis of available documents. Thus, it was possible to organise the historical path of giftedness in Madeira. So, it is presented a brief framework of the emergence of giftedness educational support and three sequential phases are also described: (a) implementation of support services; (b) consolidation of the provision of services; and (c) current services provided. In general, despite the evolution and modification of the organisation of the services, the investment has been centered on the identification and intervention process, on training and on evidence-based practice, seeking convergence of intervention with international guidelines. Some reflections on public policies about giftedness are pointed out, based on the premise of an inclusive school and a possible improvement of practices that might facilitate equal opportunities and differentiation of educational practices, according to the characteristics and needs of each student.
Attention to giftedness and high ability students, in the Autonomous Region of Madeira (RAM), has been acknowledged for being pioneer in Portugal. The main purpose of this paper is to outline the evolution of practices for high abilities students, and their legal framework, since the 90s, in RAM. Data were collected from interviews with some of the actors in this process and through analysis of available documents. Thus, it was possible to organise the historical path of giftedness in Madeira. So, it is presented a brief framework of the emergence of giftedness educational support and three sequential phases are also described: (a) implementation of support services; (b) consolidation of the provision of services; and (c) current services provided. In general, despite the evolution and modification of the organisation of the services, the investment has been centered on the identification and intervention process, on training and on evidence-based practice, seeking convergence of intervention with international guidelines. Some reflections on public policies about giftedness are pointed out, based on the premise of an inclusive school and a possible improvement of practices that might facilitate equal opportunities and differentiation of educational practices, according to the characteristics and needs of each student.
Description
Keywords
Sobredotação Altas capacidades Práticas educativas Educação inclusiva Giftedness High ability students Educational practices Inclusive education Madeira (Portugal) . Faculdade de Artes e Humanidades
Citation
Antunes, A. P., Almeida, L. S., Miranda, L. C., Xavier, J. O., Ramos, C., & Raffan, J. M. (2020). A sobredotação na Região Autónoma da Madeira: Desenvolvimento de políticas e práticas educativas: Giftedness in the Autonomous Region of Madeira: Development of policies and educational practices. Revista Portuguesa De Educação, 33(1), 121-136. https://doi.org/10.21814/rpe.18654
Publisher
Centro de Investigação em Educação