Luso-Brazilian Comparative Study on Initial Education of Teachers in High Abilities/Giftedness With Focus on Curricular Contents

ABSTRACT: Students with high abilities/giftedness are part of the target public of Special Education. Thus, their particularities require educational measures appropriate to the maximum development of their potential, involving planning and implementation of pedagogical strategies consistent with the needs of students, pointing to the need for teacher education. From this perspective, it is considered essential that the educator has knowledge about the subject with high abilities/giftedness so that he/she can develop practices that favor the growth of students’ potentials and abilities. Thus, this paper aimed to analyze the curricula of teacher education that will work with children from three to 10 years of age in two public universities, one Brazilian (Universidade Estadual Paulista ‘Júlio de Mesquita Filho’, UNESP, Marília Campus) and another, Portuguese (Universidade do Minho, UMinho, Gualtar Campus). The purpose is to verify whether or not high abilities/giftedness constitute a disciplinary content in the initial education offered. From the analysis of the teaching plans of the disciplines, there were indications that this theme is addressed in the course of Pedagogy of UNESP and in the Masters’ in Teaching of UMinho. In view of this, the intention is to continue this investigation in order to confirm these results through interviews with the professors and students of these universities.

摘要：高能力/资优（high abilities/giftedness）学生是特殊教育（Special Education）的目标受众群体之一。此类学生的特殊性要求采用适配其潜能最大化发展的教育举措，涵盖贴合学生需求的教学策略规划与实施，凸显了教师教育的必要性。基于此视角，教育者需掌握高能力/资优学生相关专业知识，方可开展助力学生潜能与能力成长的教育实践。为此，本文旨在分析两所公立大学的教师教育课程体系：其一为巴西圣保罗州立大学胡利奥·德·梅斯基塔·菲略分校马里利亚校区（Universidade Estadual Paulista ‘Júlio de Mesquita Filho’, UNESP, Marília Campus），其二为葡萄牙米尼奥大学瓜塔尔校区（Universidade do Minho, UMinho, Gualtar Campus），两所高校均开设面向3至10岁儿童的教师培养课程，意在验证高能力/资优主题是否被纳入其初始教师教育的学科内容范畴。通过对各学科教学计划的分析，结果显示该主题在UNESP的教育学专业课程以及UMinho的教学硕士项目中均有所涉及。有鉴于此，本文后续计划通过访谈两所大学的教师与学生，进一步验证上述研究结果。