Perceptions about special education and giftedness between psychologists and psychology students: some reflections

Tatiana de Cassia Nakano; Ana Paula Costa  Carvalho; Isabela Della Torre de  Morais

doi:10.33448/rsd-v10i16.23632

Autores

Tatiana de Cassia Nakano Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0002-5720-8940
Ana Paula Costa Carvalho Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0001-7745-4340
Isabela Della Torre de Morais Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0001-9370-1815

DOI:

https://doi.org/10.33448/rsd-v10i16.23632

Palavras-chave:

Aluno superdotado; Processo de formação em psicologia; Concepções; Currículo.

Resumo

Considerando as diferentes possibilidades de atuação da psicologia na educação especial, foi realizado um estudo exploratório sobre a percepção de psicólogos (n = 64) e estudantes de psicologia (n = 70) sobre esta área. Os participantes responderam a um questionário contendo duas partes. A primeira apresentava seis questões abertas e, a segunda, 14 mitos associados as altas habilidades/superdotação. Os resultados indicaram, de forma geral, lacunas na formação para atuar na temática, de modo a indicarem pouco preparo para atuar nessa área, devido à presença limitada de disciplinas e, consequentemente, o desconhecimento das práticas profissionais. Profissionais e estudantes indicaram a crença em mitos equivocados. Os participantes relataram ainda que não se sentem preparados para trabalhar com esse público, principalmente indivíduos superdotados. De modo geral, o estudo indicou a importância de uma reformulação da formação em psicologia para atuação na área da educação especial, a fim de que seus profissionais se sintam preparados para lidar com esse público específico que podem ser solicitados a atenderem em sua prática profissional.

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Percepções sobre educação especial e altas habilidades/superdotação entre psicológicos e estudantes de psicologia: algumas reflexões

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