Reflexão & Ação (Dec 2013)

SCHOOL, UNIVERSITY AND EDUCATIONAL ACCESSIBILITY: DISCUSSING EDUCATIONAL OPPORTUNITIES FOR STUDENTS WITH HIGH SKILLS/GIFTEDNESS

  • Renata Gomes Camargo,
  • Tatiane Negrini,
  • Soraia Napoleão Freitas

DOI
https://doi.org/10.17058/rea.v21i2.3037
Journal volume & issue
Vol. 21, no. 2
pp. 177 – 198

Abstract

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Thinking about educational accessibility in academic research constitutes a necessity in view of the reality of education today and investigations unexplored, such as the relation between the high skills/giftedness -AH/SD-, researchin university and educational accessibility. This paper aims to discuss the dialogue between school and university research regarding the accessibility of students with AH/SD, seeking to highlight some actions related to a research project of theUniversidade Federal de Santa Maria/RS. The discussion in this article is guided in a qualitative perspective, is the main theoretical support studies of Manzini (2005) and Freitas and Pérez (2010). Among the main considerations, it follows that: shared responsibility between school and university, through action research projects, contributes significantly to the establishment of educational accessibility for students with AH/SD.

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