Teaching and learning of students with high abilities

Abstract

The expression attributed to Aristotle, the Greek philosopher “we must treat equals equally and unequals unequally, to the extent of their inequality”, is genuinely used to explain the principle of equality. In this study, the applicability of this understanding makes perfect sense. Therefore, considering the teaching and learning process of students with high skills, it is also required, in practice, to offer education based on the principle of equality, treating equals equally and unequals unequally, that is, consistent with the moment and phase of development, under penalty of triggering continuous suffering, lack of interest, changes in the student's behavior and even dropping out of school. Because school becomes something “heavy”, out of context and takes unnecessary time and energy. In this sense, this article aims to understand, based on theoretical, bibliographic and documentary studies by authors such as: Claxton (2005), Gama (2006) and Bloom (1972), the teaching and learning process of students with high skills in basic education, elementary education, initial grades. The information collected was interpreted, from the perspective of Hermeneutics (Gadamer,2003), with a qualitative approach. It is concluded from the present study that learning is dynamic, that there are diverse forms (visual, auditory, kinesthetic) of appropriation of knowledge, which occur at different times, therefore, it is a challenge to be assimilated and mainly applied.