Título :	Development of talent according to Sinti and Calon Romani
Autor :	Ferreira, Jane Farias Chagas Fleith, Denise de Souza Prado, Renata Muniz
metadata.dc.contributor.affiliation:	University of Brasilia, Institute of Psychology, Department of School and Developmental Psychology
Assunto::	Ciganos Talento - desenvolvimento Desenvolvimento humano
Fecha de publicación :	6-oct-2022
Editorial :	Frontiers Media
Citación :	FERREIRA, Jane Farias Chagas et. al. Development of talent according to Sinti and Calon Romani. Frontiers in Psychology, Lebanon, v. 13, 964668, 2022. DOI: https://doi.org/10.3389/fpsyg.2022.964668. Disponível em: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.964668/full. Acesso em: 26 set. 2023.
Abstract:	Intercultural dialogue is a challenging demand for contemporary education, especially concerning the development of talents and potentials. This exploratory qualitative study aimed to identify factors that promote and inhibit the development of Romani talent, in Brazil, according to Sintis and Calons. Two Sinti and five Calon Romani participated in the research, aged 18 to 58 years old, males and females, with educational levels between secondary school and doctorate. A socio-demographic questionnaire and semi structured interview protocol were used to collect data. The results indicated that talent is recognized as a set of skills associated with musicality, handicrafts, and commerce being linked to traditional Romani crafts. Internal and external inhibitory factors related to prejudice were identified through school, family and community. These barriers affected the self-esteem, personality, ambitions, and perspectives of talented young people. To achieve equity, it is necessary to provide opportunities for exchanging knowledge, practices and perspectives, in order to take into account sociocultural background of minority groups. Future research could compare nomad and non-nomad lifestyles and their impact on talent development.
metadata.dc.description.unidade:	Instituto de Psicologia (IP) Departamento de Psicologia Escolar e do Desenvolvimento (IP PED)
Licença::	(CC-BY) © 2022 Chagas-Ferreira, Fleith and Prado. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
DOI:	https://doi.org/10.3389/fpsyg.2022.964668
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