Looking at the high ability/giftedness through the lens of curriculum studies

Authors

  • Soraia Napoleão Freitas Universidade Federal de Santa Maria, Rio Grande do Sul
  • Claus Dieter Stobäus Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre

DOI:

https://doi.org/10.5902/1984686X4371

Keywords:

Curriculum, Full inclusion, School Inclusion, High Ability/Giftedness.

Abstract

From diving in the educational field, either in teaching or research in Special Education, this article postulates bring visibility to a curricular discussion strongly marked by the educational practice of learners with high ability/giftedness and having the "lighthouse flag” the inclusion policy school principles, not just theorizing about the elements of the theme. Curriculum is understood as a territory of knowledge and power, so the manufacturing process of the curriculum in the wake of the inclusive hillside – a journey which aims to solidify egalitarian social link - can put up as an potentiating agent of different actions for the education of students with high ability/giftedness, protecting them from moments of discrimination, segregation and personal, family, school and social exclusion. Therefore, this article takes up an invitation to educators to look at the prerogatives of education that hosts students with high ability/giftedness with the lens of curriculum studies.

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Published

2011-12-24

How to Cite

Freitas, S. N., & Stobäus, C. D. (2011). Looking at the high ability/giftedness through the lens of curriculum studies. Special Education Magazine, 24(41), 483–499. https://doi.org/10.5902/1984686X4371

Issue

Revista Educação Especial, v. 24, n. 41, set./dez. 2011

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).

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