The giftedness students remain invisible in the school context, without the stimulus condition for creativity and learning through teaching practices. The following analysis examines the legislation surrounding inclusive education for students with high abilities in Brazil and Portugal over the last 10 years. The documentary analysis was based on inclusive support for the gifted in regular primary school classes.
This study focuses on the impact of regulations on the daily routines of schools in both countries. Despite efforts to promote inclusive education, both Brazil and Portugal face challenges with recognizing and supporting gifted students within the school system. Teacher-centered educational policies persist, and adequate training for teachers is one of the key obstacles to inclusion. The research showed the countries maintain generalist educational policies centered on the teacher, who is responsible for adapting the curriculum, but without the appropriate knowledge to develop activities that are effective for learning according to the specificities of the students. This study emphasizes the importance of addressing myths and beliefs surrounding high-ability students and highlights the role of teachers in facilitating effective educational activities for gifted students.

Authors:
Ana Paula Assoni, Universidade de Coimbra, Portugal
Marcelino Arménio Pereira, Universidade de Coimbra, Portugal

About the Presenter(s)
Ms Ana Paula Assoni is a University Doctoral Student at Universidade de Coimbra in Portugal

See this presentation on the full schedule – Saturday Schedule

Bookmark