Accessibility for high-skilled/gifted people in higher education: Challenges and commitments

Vaneza Cauduro Peranzoni; Sirlei de Lourdes Lauxen; Tiago Anderson Brutti; Fábio César - Junges

doi:10.31686/ijier.vol7.iss3.1353

Accessibility for high-skilled/gifted people in higher education

Challenges and commitments

Authors

Vaneza Cauduro Peranzoni

University of Cruz Alta, Cruz Alta – RS, Brazil

Author

https://orcid.org/0000-0003-2415-6504
Sirlei de Lourdes Lauxen

University of Cruz Alta, Cruz Alta – RS, Brazil

Author

https://orcid.org/0000-0002-8260-0039
Tiago Anderson Brutti

University of Cruz Alta, Cruz Alta – RS, Brazil

Author

https://orcid.org/0000-0003-3216-4221
Fábio César - Junges

University of Cruz Alta, Cruz Alta – RS, Brazil

Author

https://orcid.org/0000-0002-7412-9566

DOI:

https://doi.org/10.31686/ijier.vol7.iss3.1353

Keywords:

Giftedness, Higher Education, Accessibility

Abstract

The present article seeks, through literature review, to discuss the accessibility in higher education of high-skilled/gifted people. The education of high-skilled/gifted people presupposes an interaction between those involved in the educational process, aiming at totality, in a global perspective that regards all students in their individual needs; this requires a curricular proposal articulated to reality resulting in significant learning, for the formation of an aware citizen able to exercise citizenship. Thus, working with high-skilled/gifted people implies accepting heterogeneity of groups and individuals; it also implies knowing particularities, as well as the contact and the dialogic among subjects. There is also the suggestion of knowing existing jobs and building, in a collective process, forms of work based on new methodologies, which meet all their individual differences, providing them with growth.

Author Biographies

Vaneza Cauduro Peranzoni, University of Cruz Alta, Cruz Alta – RS, Brazil

Postgraduate Program in Sociocultural Practices and Social Development,

Graduada em Educação Especial, Especialização em Deficiência Mental, Mestrado e Doutorado em Educação pela UFSM, Pós-doutorado em Educação pela UFSM.
Sirlei de Lourdes Lauxen, University of Cruz Alta, Cruz Alta – RS, Brazil

Postgraduate Program in Sociocultural Practices and Social Development

Doutor em Educação pela UFRGS, com pós-doutorado em Educação pela UFRGS / UniLisboa. Bolsista PNPD / CAPES. Mestre em Educação pela UPF e Graduada em Pedagogia - Orientação Educacional / Unijuí.
Tiago Anderson Brutti, University of Cruz Alta, Cruz Alta – RS, Brazil

Postgraduate Program in Sociocultural Practices and Social Development

Doutor em Educação nas Ciências - Filosofia (2014) pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul - Unijuí, com doutorado sanduíche (2012) junto à Facultad de Formación de Profesorado y Educación da Universidad Autónoma de Madrid - UAM; pós-doutor em Filosofia (2018) pela Universidade Estadual do Oeste do Paraná - Unioeste; Mestre em Educação nas Ciências - Direito (2007) pela Unijuí; bacharel em Filosofia (2013) pela Unijuí; bacharel em Direito (2003) pelo Instituto Cenecista de Ensino Superior de Santo Ângelo - IESA
Fábio César - Junges, University of Cruz Alta, Cruz Alta – RS, Brazil

Postgraduate Program in Sociocultural Practices and Social Development

Pós-doutorado em andamento em Práticas Socioculturais e de Desenvolvimento Social pela Universidade de Cruz Alta - UNICRUZ (2017), com bolsa CAPES. Pós-doutorado em Educação nas Ciências pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ (2016), com bolsa CAPES. Doutorado em Teologia pela Faculdades EST (2015), com bolsa CNPq. Mestrado em Teologia pela Faculdades EST (2011), com bolsa CNPq. Especialização em Metodologia Pastoral pela Universidade Integrada do Alto Uruguai e das Missões - URI (2009). Graduação em Teologia (Bacharelado) pela Universidade Regional Integrada do Alto Uruguai e das Missões - URI (2008), com bolsa PIIC-URI. Graduação em Filosofia, com habilitação em Filosofia, Sociologia e Psicologia, pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ (2004), com bolsa CNPq.

References

Ainscow, M. 1999. Understandind the development of inclusive schools. London: Falmer Press.

Alencar, E. M. L. S.; Fleith, D. S. 2001. Superdotados: determinantes, educação e ajustamento. São Paulo: EPU.

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Freitas, Soraia, Napoleão; Pérez, Susana. Altas habilidades/superdotação: atendimento especializado. Marília: ABPEE, 2010.

Mantoan, Maria Tereza Égler. 1998. A integração de pessoas com deficiência: contribuições para uma reflexão sobre o tema. São Paulo: Mennon.

Mittler, Peter. 2003. Educação inclusiva: contextos sociais. Porto Alegre: Artmed.

Renzulli, Joseph S. O que é esta coisa chamada superdotação, e como desenvolvemos¿ Uma retrospectiva de vinte e cinco anos. Trad. Susana Gracielea Pérez Barrera Perez. Educação, Porto Alegre, v. 27, n. 1, p 75 – 121, jan./abr. 2004.

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Published

2019-03-01

Issue

Vol. 7 No. 3 (2019): International Journal for Innovation Education and Research

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Journal Articles

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How to Cite

Peranzoni, V. C., Lauxen, S. de L., Brutti, T. A., & Junges, F. C. .-. (2019). Accessibility for high-skilled/gifted people in higher education: Challenges and commitments. International Journal for Innovation Education and Research, 7(3), 97-104. https://doi.org/10.31686/ijier.vol7.iss3.1353

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Accessibility for high-skilled/gifted people in higher education

Challenges and commitments

Authors

Vaneza Cauduro Peranzoni

Sirlei de Lourdes Lauxen

Tiago Anderson Brutti

Fábio César - Junges