Altas habilidades/superdotação e formação docente em letras-inglês

Abstract

This study investigates the initial teacher training in the context of the Bachelor's Degree in English Language Arts at the Federal University of Paraíba (UFPB), from the perspective of Inclusive Education, with an emphasis on knowledge about High Abilities/Giftedness (HA/GD). The aim is to analyse the educational policies that guide the initial teacher training of educators to serve students with HA/GD, and to investigate how the course plans developed for the Supervised Internships disciplines of the English Language Arts course at UFPB discuss the theme of Inclusion of students with HA/GD. Using a qualitative documentary approach, 42 course plans of the Supervised Internships disciplines were collected and analysed, from the academic period of 2019.4 to 2024.1 at UFPB. The aim was to identify the curricular approaches to Inclusion for students with HA/GD, and the possible gaps in teacher training regarding the Inclusion of students with HA/GD. In conclusion, after identifying the probable gap, a critical evaluation of the initial training of teachers followed, in accordance with the guidelines defined by public policies. Finally, a reflection was carried out regarding the restrictions of the study and future perspectives.