ESTUDANTES COM ALTAS HABILIDADES/SUPERDOTAÇÃO: ANÁLISE DO DESENVOLVIMENTO DA PERSONALIDADE POR MEIO DO TEATRO JORNAL

Abstract

The topic addressed in this research is the analysis of personality developed by children with high abilities/giftedness mediated by the Newspaper Theater. The research question raised is: how to observe the characteristics of over-excitability (OE) in the transition of levels of personality developed by gifted children using the Theater as a mediating tool, seeking to promote strategies that reinforce the positive characteristics of the OE in these individuals? When developing the practice, the research aims to observe and know in the characteristics of OE in the transition of the developmental levels of children with high abilities using the Newspaper Theater as a mediating tool. The specific objectives outlined in this investigation include: 1) examine OEs and promote intervention strategies that reinforce the positive characteristics of students, helping them to compensate for the negative effects that can be caused by intense experiences; 2) understand the influences of theatrical activity on the cognitive development of students with high abilities in the school context; 3) propose practical experiences of creation from the technique suggested by the Theater of the Oppressed (TO), specifically the Newspaper Theater for students with high abilities enrolled in a Multifunctional Resource Classroom of a municipal school located in the city of Guarapuava (PR); 4) analyze the strategies that students with high abilities use to develop the creative process and solve problems in theater scenes. The study is qualitative in nature, using the methodology of action research from the mediation of the Theater, based on the Theory of Positive Disintegration proposed by Dabrowski. The research participants were four gifted children, aged between 8 and 10 years old, of both genders, their families and teachers from regular education classes. Data analysis was based on the meeting's narratives and on the observations made during the theatrical intervention. The result achieved based on the data analysis showed that the Theater can be used as a non-structural tool for the observation and exploration of OEs, contributing as a pedagogical strategy that meets the special needs of gifted children. It is suggested the expansion of public policies that guarantee adequate care for gifted students and the insertion of educational psychologists in schools, while at the same time the research shows the urgency of maintaining the relationship between family, school and students to understand their peculiarities.