Altas habilidades/superdotação e aprendizagem na vida adulta: uma revisão sistemática da literatura

Abstract

This study aims to investigate, through a systematic literature review, how scientific production has addressed giftedness/high abilities (GH/HA) in adulthood, considering aspects related to learning processes, socioemotional dimensions, and academic and professional trajectories. Although giftedness has been widely studied in childhood and adolescence, there is a significant gap in research focusing on adulthood. The study was conducted through a bibliographic search in the databases Scielo, ERIC, PsycINFO, ScienceDirect, and Google Scholar, including publications between 2015 and 2025. After applying the inclusion and exclusion criteria, 22 studies were selected for analysis. Data analysis was carried out using content analysis, allowing the results to be organized into three main thematic axes: learning and academic trajectory in adulthood; socioemotional aspects and identity construction; and professional trajectory and labor market insertion. The results indicate that characteristics associated with giftedness persist throughout life and influence learning processes, identity development, and professional fulfillment. However, many gifted adults remain unidentified, highlighting the need to expand research and educational practices aimed at this population.