Parallel Session Proceedings »
2.4.3 Social-Emotional Issues of Gifted Students and Bullying Prevention
The National Policy on Special Education (BRASIL, 2008) brought the following concept of high skills / giftedness: "students with high skills / giftedness demonstrate high potential in any of the following isolated or combined areas: intellectual, academic, leadership, psychomotor and arts, as well as presenting great creativity, involvement in learning and performing tasks in areas of interest "(BRASIL, 2008). The reality of these students is that it is an intense difficulty of the school to include this profile. It is necessary to know the characteristics of these children to understand their tastes, their emotions, their peculiar habits and interests to help them in their healthy development (MANNING, 2006). When bullying directly affects these children and adolescents because they have different tastes and performances (VIRGOLIM, 2007) differentiated from the culture of school failure and functional illiteracy, how can they ensure that they grow motivated, committed (RENZULLI, 1994) with their scientific interests? The research aimed to listen to these students with AH / SD on how they experience bullying, identify interpersonal relationships among them, work on social-emotional issues and create a tool for scientific dissemination on the social-emotional characteristics of the gifted and prevention of bullying. The research began with the identification of students with high skills and scientific vocations, and with the formation of the school community on the characteristic profile of the gifted. The choice of working with Operative Groups was the most appropriate form of research "in the universal phenomenon of interaction, from which the recognition of self and of the other emerges in a permanent dialogue and exchange that follows a spiral path. "(PICHON-RIVIÉRE, 1998). It was carried out in the space of the School of Inclusion / UFF, through the Program of Attention to Students with AH / SD (DELOU ET ALL, 2012). The operative group was formed with 9 children of elementary school I, for 3 months, weekly, for an hour and a half, after the school period. It is considered that the study becomes relevant because it contributes to study some characteristics related to High Abilities / Giftedness, regarding the emotional issue and Mental Health of these individuals in the school stage. In this sense, it is observed that, in general, still today, there are several professionals in Education and Health who are ignorant of scientific studies and ignore possible questions related to the existence of Brazilian students with high skills / giftedness.