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Authors
Abstract(s)
A sobredotação (Portugal), ou altas habilidades/superdotação (Brasil), é um fenômeno
multifacetado que apresenta vários modelos conceituais, explicações, abordagens na
prática social e de políticas públicas. Os sobredotados são pessoas que, devido as
condições naturais e/ou sociais, possuem elevado potencial de que suas ações causem
impacto (seja positivo ou negativo) na cultura, no sistema socioeconômico ou no ambiente
em geral. Embora exista uma invisibilidade destas crianças, conjuntamente a ausência de
unanimidade na literatura, pode-se afirmar que, quantitativamente, entre 3% e 20% das
pessoas são sobredotadas e, além disso, o fenômeno ocorre em qualquer classe social,
raça ou etnia. A governança (Brasil), ou governação (Portugal), refere-se a processos de
organização e coordenação social cujo uso empírico refere-se às mudanças de práticas
organizacionais dentro da ordem global, das corporações ou no setor público. Na visão do
Tribunal de Contas da União (Brasil) a governança pressupõe práticas de liderança,
estratégia e controle e possui distinção de gestão. Deste modo, o estudo realiza uma
análise da governança das políticas públicas destinadas à educação dos sobredotados
mediante três eixos: a sobredotação, a educação e a governança das políticas públicas.
Para tanto, o objetivo principal do estudo é identificar os mecanismos de governança
municipal da educação do Brasil e Portugal destinado a mobilizar e aproveitar o potencial
das crianças e jovens sobredotadas. A partir do paradigma interpretativista, o processo
metodológico desenvolve-se através de estudo qualitativo, exploratório e explicativo, cujos
meios de investigação científica são (i) os estudos de caso dos municípios de Matinhos
(Brasil) e Vila Nova de Gaia (Portugal), (ii) as entrevistas semiestruturadas com o uso do
sistema bola de neve e (iii) a análise de conteúdo. Os resultados sugerem que foram
adotadas soluções práticas em cada caso, uma maior aproximação e conjugação dos
saberes científicos e empíricos, contribuindo socialmente para a governança da educação
dos sobredotados; além da identificação dos atores, as respectivas políticas, a estrutura e
os processos de governança, os quais, observadas as características socioinstitucionais
locais, possuem entrelaçamento com a educação de sobredotados e a efetividade das
políticas públicas.
Giftedness (Portugal), or high abilities/superdotação (Brazil), is a multifaceted phenomenon that presents several conceptual models, explanations, approaches in social practice and public policy. The highly gifted are people who, due to natural and/or social conditions, possess a high potential for their actions to have an impact (either positive or negative) on the culture, the socioeconomic system, or the environment in general. Although there is an invisibility of these children, together the absence of unanimity in the literature, it can be stated that, quantitatively, between 3% and 20% of people are gifted and, moreover, the phenomenon occurs in any social class, race or ethnicity. Governance (Brazil), or governação (Portugal), refers to processes of social organization and coordination whose empirical use refers to changes in organizational practices within the global order, corporations, or the public sector. In the view of the Tribunal de Contas da União (Brazil) governance presupposes leadership, strategy and control practices and has a distinction from management. Thus, the study conducts an analysis of the governance of public policies aimed at the education of the gifted through three axes: giftedness, education, and governance of public policies. To this end, the main objective of the study is to identify the mechanisms of municipal governance of education in Brazil and Portugal aimed at mobilizing and harnessing the potential of gifted children and youth. Based on the interpretativist paradigm, the methodological process is developed through a qualitative, exploratory and explanatory study, whose means of scientific investigation are (i) case studies of the municipalities of Matinhos (Brazil) and Vila Nova de Gaia (Portugal), (ii) semi-structured interviews using the snowball system and (iii) content analysis. The results suggest that practical solutions were adopted in each case, a greater approximation and combination of scientific and empirical knowledge, contributing socially to the governance of gifted education; in addition to the identification of actors, the respective policies, the structure and governance processes, which, observed the local socio-institutional characteristics, have intertwined with gifted education and the effectiveness of public policies.
Giftedness (Portugal), or high abilities/superdotação (Brazil), is a multifaceted phenomenon that presents several conceptual models, explanations, approaches in social practice and public policy. The highly gifted are people who, due to natural and/or social conditions, possess a high potential for their actions to have an impact (either positive or negative) on the culture, the socioeconomic system, or the environment in general. Although there is an invisibility of these children, together the absence of unanimity in the literature, it can be stated that, quantitatively, between 3% and 20% of people are gifted and, moreover, the phenomenon occurs in any social class, race or ethnicity. Governance (Brazil), or governação (Portugal), refers to processes of social organization and coordination whose empirical use refers to changes in organizational practices within the global order, corporations, or the public sector. In the view of the Tribunal de Contas da União (Brazil) governance presupposes leadership, strategy and control practices and has a distinction from management. Thus, the study conducts an analysis of the governance of public policies aimed at the education of the gifted through three axes: giftedness, education, and governance of public policies. To this end, the main objective of the study is to identify the mechanisms of municipal governance of education in Brazil and Portugal aimed at mobilizing and harnessing the potential of gifted children and youth. Based on the interpretativist paradigm, the methodological process is developed through a qualitative, exploratory and explanatory study, whose means of scientific investigation are (i) case studies of the municipalities of Matinhos (Brazil) and Vila Nova de Gaia (Portugal), (ii) semi-structured interviews using the snowball system and (iii) content analysis. The results suggest that practical solutions were adopted in each case, a greater approximation and combination of scientific and empirical knowledge, contributing socially to the governance of gifted education; in addition to the identification of actors, the respective policies, the structure and governance processes, which, observed the local socio-institutional characteristics, have intertwined with gifted education and the effectiveness of public policies.
Description
Mestrado de dupla diplomação com a Universidade Tecnológica Federal do Paraná
Keywords
Governança Políticas públicas Educação Altas habilidades Superdotação