INTELIGÊNCIAS MÚLTIPLAS: A TEORIA E SUA IMPORTÂNCIA NO PROCESSO PRÁTICA NA EDUCAÇÃO INFANTIL

Abstract

As time goes by, scientific discoveries about human development bring a new conception of intelligence that, little by little, stops being measured by standardized IQ tests and starts being personalized, considering the potentialities of each individual. With this, the concept of intelligence has been reformulated, no longer referring to an innate and unalterable model of capabilities, but to a plastic and global conception of intelligence. As an axis of performance in a dynamic of assimilation to the different aspects of knowledge, this experience in the school environment is developed by the art of teaching, which is the competence of education professionals, such as educators who attend to children in their first phase of social construction, committed to a transformation in learning in the perspective of developing the various skills of their students. The objective of this article is to analyze the importance of multiple intelligences as a methodology to promote early childhood education in the process of guiding teaching and learning. To this end, we used as methodological resource to the study the bibliographic research in order to seek greater knowledge about the Theory of Multiple Intelligences of Howard Gardner and how it can promote children the stimuli of critical development to social aspects / space inserted by them from the strategies of teachers. We start from the assumption that, intelligence is intrinsic to each individual, it is important to understand this diverse mechanism in the classroom in the search for the valorization specificities of each student', as well as the expansion of the proposed content equity.