O DOCENTE E A IDENTIFICAÇÃO DO ALUNO COM INTELIGÊNCIAS MÚLTIPLAS EM SALA DE AULA: COMO PROCEDER?

Abstract

The aim of this study is to deepen the study of the process of identifying and welcoming students with multiple intelligences in the classroom. Bear in mind that this is a theme related to social inclusion at school, which is a subject that is widely discussed by the faculty. The ways of evaluating that student who has extreme difficulty in learning, for biological reasons, is always the subject of meetings held by the pedagogical coordination. However, when it comes to a student with multiple intelligences, it is noticed that the lack of knowledge to know how to deal with this situation, which raised a question: How to deal with students who have high skills in the classroom? To deepen this topic, bibliographic research was chosen, in order to build a theoretical framework that allows the teacher to recognize and welcome students with multiple intelligences in the classroom. It is understood that this may help the work of the teacher who deals with students of this profile. For that, we started from the definitions about multiple intelligences, and, later, analyze articles and projects that propose strategies to deal with students with high skills. The results showed that there are schools with students who are extremely capable of developing mathematical calculations in addition to what was taught by the teacher, or discussing geopolitics with only previous knowledge obtained, watching, for example, programs broadcast in the media. However, they are students who often also need inclusion. It was also noticed that among the difficulties to deal with this public, it is evident the lack of knowledge of the teacher, the family and, sometimes, school management. As it is a reality present in basic education, the relevance of research on the subject that can contribute to teacher education to deal with students with multiple intelligences is evident.