Altas habilidades / superdotação: práticas pedagógicas no contexto da educação inclusiva

Abstract

This study aims to understand the pedagogical practices within the context of inclusive education developed for children with giftedness and high abilities in the early years of elementary school, based on a qualitative bibliographic study. The theoretical foundation is grounded in the HistoricalCultural Theory developed by Lev Vygotsky, along with contributions from his collaborators. In this regard, six studies on children with giftedness and high abilities were analyzed. The categories of analysis were divided into: specific characteristics of students with giftedness/high abilities; the role of teachers and school management in the inclusion process of these children; and the pedagogical practices developed for them, highlighting the most recurrent practice found in the analyzed studies. The results emphasize the need for teachers to be trained to recognize these students in the classroom so that they can act intentionally and propose meaningful practices for their integral development. Furthermore, it is highlighted that school management should be responsible for providing the necessary training for teachers and ensuring access to quality education for these students. In this sense, acceleration, curriculum flexibility, and curriculum enrichment are understood as fundamental prerogatives for quality education, although there are still challenges regarding the implementation of these practices