A formação docente e os desafios para inclusão escolar de estudantes com altas habilidades e superdotação: uma revisão integrativa da literatura

Abstract

This research aims to analyze teacher education and the challenges faced in the school inclusion of students with High Abilities/Giftedness (HA/G). The data were obtained through an integrative review that gathered articles published between 2010 and 2025, selected from the Scientific Electronic Library Online (SciELO) and the Revista Brasileira de Educação Especial (RBEE). The inclusion criteria considered studies in Portuguese that addressed initial or continuing teacher education focused on HA/G. The analysis was conducted through a structured protocol, covering the general characteristics of the articles, their objectives, and the main results presented. The findings indicate that both initial and continuing teacher education still do not consistently address the specificities of students with HA/G, which generates insecurity among teachers and reinforces the invisibility of these students in the school environment. Therefore, strengthening public policies and expanding this theme in undergraduate programs, as well as in continuing education initiatives for professionals already in service, is essential to ensure the right to inclusive education and the full development of students with high abilities and giftedness.