Meninas negras em programas para educação de superdotados. Uma revisão de literatura

Autores

DOI:

https://doi.org/10.35362/rie8814842

Palavras-chave:

gifted black girls; gifted education; special education; talent; female

Resumo

As meninas superdotadas e talentosas historicamente enfrentam desafios e desigualdades no sistema educacional. As meninas negras estão sujeitas a sofrer uma dupla marginalização. Investigamos a produção científica sobre a inclusão de meninas negras em programas para alunos superdotados, através de uma revisão sistemática de literatura. Objetivamos conhecer: (a) os tipos de estudos que publicam conteúdos sobre educação de meninas negras superdotadas; (b) os objetivos e os modelos teóricos que os sustentam; (c) as metodologias e os sujeitos de pesquisa. A revisão sistemática foi realizada em três idiomas: inglês, português e espanhol. Utilizamos cinco bases de dados: Scopus, Web of Science, Eric, CAPES e Dialnet. Selecionamos um total de 42 artigos científicos, dos quais 11 foram encontrados na revisão sistemática de literatura, 26 na abordagem bola de neve, e acrescentamos outros 5 que faziam parte de um banco de dados pessoais da autora que atendeu as especificações propostas para a revisão sistemática. Os resultados mais relevantes encontrados foram: (1) a falta de publicações nas línguas portuguesa e espanhola sobre o assunto; (2) os significados sobre a educação de meninas negras superdotadas são socialmente construídos; (3) a teoria crítica racial apoia o discurso científico não hegemônico.

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Como Citar

Baquero Gomide, F., & Ibáñez Garcia , A. (2022). Meninas negras em programas para educação de superdotados. Uma revisão de literatura. Revista Ibero-Americana De Educação, 89(1), 127–145. https://doi.org/10.35362/rie8814842

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Publicado

2022-06-30

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Seção

Tornando a inclusão uma realidade na escola: condições, desafios e práticas insp