SUPERDOTAÇÃO E DIFICULDADE DE APRENDIZAGEM: REALIDADES DISTINTAS?

Abstract

This research was to study the proposed central possible link between giftedness and learning disabilities, seeking to understand how this difficulty manifests itself in the behavior of pupils in schools with high abilities / giftedness. Furthermore, aimed to demonstrate the specificity of the learning process of gifted students and, finally, present the theoretical contributions that seek to understand the possible relationship between students with learning disabilities even being identified with giftedness. This study adopted the theories of Vygotsky in a culturalhistorical perspective and postulates Bernard Charlot and learn about the relationship that the subject establishes with this knowledge. Also featured contributions from Patto and Tiballi. Also had the backing of the theoretical contributions of Renzulli, Winner, Virgolim, Pérez, and Gardner Delou studying giftedness in particular. Through empirical research carried out in two public schools in Goiânia and from the systematization and analysis of data obtained through field research with eighteen students, of whom eight had high ability / giftedness and ten, learning difficulties, it became clear that the school still faces hurdles in securing all systematic knowledge acquisition, since it deals with learning difficulties as factors inherent to the student. For the student who shows the correlation between learning disabilities and giftedness, this reality becomes even tougher, since misconceptions permeate this relationship between the student and the school. One of them concerns the belief that students with high abilities / giftedness has no learning disability, another is that they do not need to be accompanied therefore have sufficient conditions to carry their roles as students autonomously and without the mediation of a more experienced person. Teachers have not been able to help students overcome their difficulties, often leading them to school failure.