Percepções de alunos brasileiros com altas habilidades/superdotação nas dimensões pessoal, social e pedagógica

Davi Almeida Cardoso; Antonio Áthyllas Lopes de Oliveira; Maria Isabelle Silva

doi:10.1590/SciELOPreprints.17057

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Davi Almeida Cardoso Graded- American School of São Paulo https://orcid.org/0009-0002-7916-793X
- Conceptualization
- Data Curation
- Formal Analysis
- Investigation
- Methodology
- Project Administration
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing
Antonio Áthyllas Lopes de Oliveira Secretaria Municipal de Educação. Pires Ferreira, Ceará, Brasil. https://orcid.org/0009-0006-9537-8461
- Writing – Original Draft Preparation
- Writing – Review & Editing
- Methodology
Maria Isabelle Silva State University of Paraíba https://orcid.org/0009-0000-8293-6619
- Writing – Review & Editing
- Supervision
- Project Administration

DOI:

https://doi.org/10.1590/SciELOPreprints.17057

Keywords:

giftedness, high abilities, inclusive education, school environment, holistic development

Abstract

ABSTRACT:

This study examines the perceptions of Brazilian students identified as having high abilities/giftedness within the school context, considering personal, social, and pedagogical dimensions. It is based on the understanding that giftedness extends beyond high academic performance, encompassing emotional, relational, and institutional aspects that directly affect students’ development. This is an exploratory and descriptive study, with data collected through an online questionnaire administered to 112 children and adolescents enrolled in public and private schools across different regions of Brazil. The findings reveal significant weaknesses in both the recognition and support of gifted students, including the lack of curricular adaptations, limited enrichment practices, and challenges in implementing the Individualized Education Plan. Negative impacts on school relationships are also observed, often characterized by a lack of empathy and insufficient understanding of students’ specific needs. It is evident that there is an urgent need to expand knowledge and pedagogical practices aimed at gifted education in order to promote more inclusive school environments that foster students’ well-being and holistic development.

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Author Biographies

Davi Almeida Cardoso, Graded- American School of São Paulo

11th-grade high school student with strong academic dedication in the fields of Mathematics, Computer Science, Engineering, and scientific research. Member of Mensa Brasil and participant in selective academic enrichment programs, including the Advanced Level Program at the Johns Hopkins Center for Talented Youth (CTY), PIC-OBMEP, a national mathematics enrichment program for high-performing students recognized for their participation in mathematics olympiads, and the International Junior Honor Society.

Completed programming courses in HTML and Java and pursued rigorous academic training through Advanced Placement (AP) courses, including AP Computer Science Principles, AP Seminar, AP Statistics, AP Human Geography, and AP Precalculus, developing an interdisciplinary academic foundation.

Recognized in several academic competitions and currently conducting research on the education of high-ability students in Brazil, focusing on personal, social, and pedagogical dimensions. Also participates in community outreach initiatives, contributing to projects that provide educational and health support to vulnerable populations. Research interests include Mathematics, Technology, and the development of solutions with social impact.

Antonio Áthyllas Lopes de Oliveira, Secretaria Municipal de Educação. Pires Ferreira, Ceará, Brasil.

Pedagogue, licensed in Portuguese Language and Visual Arts from the UNIUNICA University Center, Ipatinga (MG), Brazil. Psychopedagogue from the Venda Nova do Imigrante College (FAVENI). Teacher in basic education within the public school system of Ceará, Brazil.

Maria Isabelle Silva, State University of Paraíba

Bachelor's degree in Mathematics from the Federal University of Paraíba (2000), a Master's degree in Mathematics from the Federal University of Paraíba (2003), and a Ph.D. in Computational Mathematics from the Federal University of Pernambuco (2012). I completed a postdoctoral fellowship at the University of Chile. I am currently a Professor at the State University of Paraíba (UEPB) and a faculty member of the Professional Master's Program in Mathematics (PROFMAT). I teach courses in Mathematics, Computer Science, Chemistry, Physics, Engineering, and Statistics.