THE CHALLENGES OF IMPLEMENTING PUBLIC POLICIES FOR STUDENTS WITH GIFTEDNESS AND HIGH ABILITIES IN BRAZILIAN EDUCATION

Abstract

This article aims to analyze and understand the main challenges embedded in Brazilian legislation and in the national educational context regarding the education of students with HA/G (High Abilities/Giftedness). The study adopts a qualitative approach and is based on bibliographic and documentary research, drawing on academic and scientific publications, legislation, and official statistical data related to the field of giftedness and high abilities. Giftedness and High Abilities are understood as a condition referring to individuals who demonstrate significantly above-average performance in areas such as intellectual, academic, creative, artistic, psychomotor, leadership, among others. In Brazil, educational policies aimed at students with HA/G are established in the National Education Guidelines and Framework Law (LDB) No. 9,394/1996, the Brazilian Inclusion Law (LBI) No. 13,146/2015, Opinion No. 51/2023/CNE/CP, and the National Policy for Inclusive Special Education – Decree No. 12,686/2025 (Brazil, 2025). Data from the 2024 and 2025 Basic Education School Census regarding the enrollment of students with HA/G reveal significant weaknesses in both the identification process and the implementation of Specialized Educational Assistance (SEA), a service that, as a national public policy, could foster the identification of potential talents within Brazilian education. The findings indicate that although the education of students with HA/G appears to be receiving increasing attention from public agencies and certain sectors of society, numerous challenges remain. These include the need for continuous investment in the implementation of public policies, particularly in teacher education; the development of a national registry of students with HA/G; the provision and monitoring of SEA services; the establishment of collaborative practices between mainstream classroom teachers and specialized SEA professionals to ensure the full learning and development of these students’ talents; and broader societal recognition that the talents of these students may result in significant social contributions.