HIGH ABILITIES OR GIFTEDNESS: INVISIBILITY AND POSSIBILITIES OF PEDAGOGICAL IDENTIFICATION

Abstract

This article discusses, from a qualitative and bibliographic approach, the invisibility of students with high abilities or giftedness (AHSD) in Brazilian schools. Such invisibility stems from myths and stereotypes that still permeate common sense, as well as from a reductionist view that associates these characteristics exclusively with high academic performance or high intellectual quotient. The study revisits the evolution of the concept of AHSD, highlighting the importance of understanding it from a multidimensional perspective, which considers aspects such as creativity, leadership, and social context. In this sense, the school and family environment gains relevance, both in the identification and in the development of the potentialities of these subjects. Pedagogical identification is presented as a complex process, which can be initiated by teachers, family members, colleagues or the individual himself. Diversified recognition strategies are addressed, such as direct observation, use of portfolios, interviews, creativity tests and nominations by different school and social actors. The text also emphasizes the need for continuous teacher training, which equips teachers for the adequate recognition and care of this population. In addition, it points out the importance of public policies that encourage inclusive educational practices that are respectful of the singularities of students with AHSD, promoting their integral development and well-being. In the end, it is argued that identification should not lead to labeling, but rather to the appreciation of specificities and the offer of educational opportunities that enhance their talents.