O desenvolvimento socioemocional do aluno com altas habilidades: controvérsias da inclusão

Abstract

This paper seeks to reflect on the quality of the inclusion of gifted and talented students in regular education based on the premise that school is an environment for the comprehensive education of the individual. Thus, certain teaching practices which focus on excessive efforts on behalf of the student’s cognitive education, without consideration of the importance of the gifted student’s social and psychological development, will be put under examination. As our theoretical and methodological basis, we were guided by the bibliographical production of renowned researchers in the field of giftedness, with a qualitative and comparative review of their critical-theoretical views. We have concluded that proper inclusion of gifted and talented students in regular education constitutes a complex challenge; however, starting from an identification of flaws and the search for teaching practices favorable to the gifted and talented subject’s comprehensive education, not only cognitive, it is possible to build an education environment conducive to a comprehensive development of the individual’s aptitudes and competences.