The state of knowledge on high abilities and giftedness in brazilian basic education

Abstract

Giftedness or High Abilities (HA/DS) refers to individuals with significantly above-average performance in areas such as intellectual, academic, creative, artistic, psychomotor, or leadership skills. In Brazil, their support is guaranteed by LDB No. 9,394/1996, the National Policy on Special Education from the Perspective of Inclusive Education (2008), and the Brazilian Inclusion Law (LBI) No. 13,146/2015, which ensure identification, inclusion, and Specialized Educational Assistance (SEA). Despite legal advances, recognition of students with HA/DS remains limited due to underidentification, a shortage of trained professionals, and a lack of continuity in public policies. Often, these students are not stimulated according to their potential, which can lead to demotivation, socioemotional difficulties, and even school dropout. Educational policy directs schools to offer multifunctional resource rooms, curricular enrichment activities, and individualized support, recognizing the potential of these students. Multidisciplinary assessment, involving teachers, psychologists, pedagogues, and families, is essential for diagnosing and supporting comprehensive development. Although advances have been made in conceptual and regulatory terms, challenges persist: a lack of ongoing teacher training, a shortage of specific materials and pedagogical practices, and the need for greater social awareness. In short, the education of students with AD/AD in Brazil requires constant investment in public policies, teacher training, and pedagogical strategies that foster learning and the full development of their talents.