2023-08-222023-08-222013-10-01GARCIA, Anna M. C. et al. Sobre altas habilidades/superdotação: o direito de ser diferente na escola. Revista Polyphonía, Goiânia, v. 22, n. 2, p. 77-90, 2011. DOI 0.5216/rp.v22i2.26666. Disponível em: https://revistas.ufg.br/sv/article/view/26666/15266. Acesso em: 09 ago. 2023.e- 2236-0514http://repositorio.bc.ufg.br/handle/ri/23411The inclusion paradigm involves the restructuration of education systems, based on the recognition of diversity in the classroom. Thus, from the perspective of inclusive education, studies for people with special educational needs, specifically those with exceptional aptitude/ giftedness should be addressed in a special way in teacher formation courses. Such courses should also be responsible for preparing human resources to meet this new demand and such issues can and should be problematized in these courses. This study deals with the concept of exceptional aptitude/giftedness and presents a brief historical overview on how to deal with these students. It also provides explanations on the national educational policies which underlie this care and the Center for Exceptional aptitude/giftedness which was recently founded to attend to this specific aspect of inclusive education.porAcesso AbertoAltas habilidades/superdotaçãoInclusão escolarExceptional aptitude/giftednessInclusive educationArtigo10.5216/rp.v22i2.26666