| dc.description.abstract | The present work is based on the realization that the population of students with High Abilities/Giftedness (AH/SD) still remains invisible in the school environment, being relegated to the margins of planning and main educational actions. In view of this, there is a need to investigate and understand in more depth the following question: What are the conceptions of educational managers of public and private institutions about the importance of including the theme of High Skills / Giftedness in continuing education for teachers? In order to comprehensively address this research problem, the following general objective was established: To analyze how educational managers of public and private institutions, who work in Porto Alegre and greater Porto Alegre, understand the inclusion of the theme of High Skills / Giftedness in continuing education for teachers, verifying the impact of the socialization of the research with the participants in the period from October to December 2022. The theoretical framework on AH/SD was based on Renzulli (1978, 1986, 2016), Virgolim (2007,2014), Pérez (2006, 2010, 2016); on Intelligence, Gardner (1995,2001) and on Inclusion, Mantoan (2006), among others, recognized for their research, their empirical knowledge and their collaborations for the consolidation and discussion of concepts. As for the methodology adopted, we opted for a qualitative, exploratory research using the semi-structured interview as a data collection technique. Nine educational managers were interviewed, working in five private schools and four in public schools in Porto Alegre and Greater Porto Alegre. The collection, organization and analysis of the interview data provided information that points to the absence of the theme of HS/G in academic training in undergraduate and continuing training for teachers, hindering the understanding of professionals in relation to HS/G behavior and the identification of these students in school. | en |
