Altas habilidades/superdotação e educação inclusiva: uma revisão sistemática

Abstract

The aim of this work is to carry out a systematic survey, describe the actions applied in nurseries and schools for the inclusion of children and adolescents with high abilities and discuss the role of psychopedagogy in this process. The review, based on PRISMA 2020, searched for research on interventions in nurseries and schools in peer-reviewed scientific articles, in portuguese (Brazil), published in the last five years (2019-2024), using the descriptors high abilities, giftedness, education and inclusive education in the CAPES Journals Portal, SciELO Brazil, LILACS and Revista de Psicopedagogia, in september 2024. Eight studies were included, which dealt with the application of the triadic enrichment and talent identification model, the leadership enrichment project, the individualized teaching plan (IEP), astronomy and physics workshops, the social skills training program (THS), the use of exergames, the creativity development program through english language supplementation and the social skills development program for gifted youth (PDHSJT). One action was carried out in early childhood education, four in elementary school - early years, one in elementary school - final years and the remaining two in elementary school - final years and secondary school at the same time. The results showed that intervention programs are beneficial for the inclusion of individuals with high abilities, considering their interests, their abilities and their integral development. The development of creativity, leadership, social repertoire, acquisition of another language and performance achieved in the enrichment activities applied were observed.