Resumo

BARRERA PEREZ, Susana Graciela Pérez  e  FREITAS, Soraia Napoleão. Encaminhamentos pedagógicos com alunos com altas habilidades/superdotação na educação básica: o cenário brasileiro. Educ. Rev. [online]. 2011, n.41, pp.109-124. ISSN 0104-4060.

High Ability/Gifted students constitute an important part of the Special Education target, exceeding 2 million enrollments in Elementary Education. Paradoxically, although the Brazilian laws assure their rights as students with special educational needs since the Law of Guidelines and Bases of the National Education (Law n° 5692/71), it is not rare to find publications - including the Brazilian educational authorities documents themselves - which do not consider them in such way. Causes include lack of information, academic education and teachers' training deficiency in this area, as well as absence of cultural representation of such population, that is highly affected by the incidence of myths and popular beliefs. However, the specialized educational services for these students are now a legally consolidated reality, which needs to be implemented and have concrete effects on the pedagogic guidelines for them. This paper analyzes four aspects that impair the concretization of those services, suggesting measures and changes we consider important in order to this subjective right - Education for All - be accomplished.

Palavras-chave : High Abilities/Giftedness; Specialized Educational Services; Inclusion.

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