<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100309</article-id>
<article-id pub-id-type="doi">10.5902/1984686x68321</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção de estudantes com altas habilidades/superdotação nas graduações em saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of students with high abilities/giftedness in health graduations]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepción de estudiantes con altas capacidades/superdotación en las graduaciones de salud]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bezerra Souza Barros]]></surname>
<given-names><![CDATA[Glauce Thais]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Forte Rauli]]></surname>
<given-names><![CDATA[Patricia Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Da LozzoGarbelini]]></surname>
<given-names><![CDATA[Maria Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha Belfort Arantes-Brero]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[da Conceição Sanches]]></surname>
<given-names><![CDATA[Leide]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário do Rio São Fancisco  ]]></institution>
<addr-line><![CDATA[Paulo Afonso BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdades Pequeno Príncipe  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdades Pequeno Príncipe  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Núcleo Paulista de Atenção à Superdotação  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Faculdades Pequeno Príncipe  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estudo sobre a percepção de estudantes superdotados, que busca apreender as ansiedades e expectativas dos mesmos a partir do seu ingresso nas universidades, onde passam a vivenciar um universo diferente de aprendizagem. Objetivou-se apreender a experiência desses estudantes nas graduações em saúde e compreender como percebem o processo de ensino e aprendizagem neste contexto. Pesquisa exploratória e descritiva com abordagem qualitativa, por meio de entrevista semiestruturada com nove estudantes de cursos de graduação na área da saúde. As categorias encontradas foram: vivência na universidade, o desconhecimento sobre a superdotação, a interação social e sobre a autopercepção. Os resultados revelam que o ingresso dos superdotados na universidade suscitou sentimentos de angústia e surpresa. Evidenciou-se o desconhecimento de muitos docentes sobre a superdotação, o queindica que para eles, ser superdotado é ter a obrigação de saber todas as matérias e tirar ótimas notas. Notou-se que a percepção sobre a temática de superdotação se encontra na invisibilidade, e,embora a inclusão seja discutida, a superdotação nem sempre é incluída no debate. Isso ocorre porque o imaginário sobre a superdotação que advém do senso comum acaba corroborando com a ideia de gênio, o que interfere na construção de um olhar crítico sobre a questão. Conclui-seque são necessários mais estudos, com ofertas de formação para todos os colaboradores que compõem o quadro funcional das instituições de ensino, especialmente os docentes. A formação para atender as especificidades da superdotação requer o desenvolvimento de estratégias de ensino ativo que possam estimular suas habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Study about the perception of gifted students, which seeks to apprehend their anxieties and expectations from their entry in the universities, where they begin to experience a different universe of learning. The objective was to apprehend the experience of these students in health graduations and understand how they perceive the teaching and learning process in this context. Exploratory and descriptive research with a qualitative approach, through semi-structured interviews with nine undergraduate health students. The categories found were: university experience, lack of knowledge about giftedness, social interaction and self-perception. The results reveal that the entrance of the gifted at university aroused feelings of anguish and surprise The lack of knowledge of many professors about giftedness was evidenced, which indicates that for them, being gifted is having the obligation to know all the subjects and get excellent grades. It was noted that the perception of the theme of giftedness lies in invisibility and although inclusion is discussed, giftedness is not always included in the debate. This is because the imagination about giftedness that comes from common sense ends up corroborating the idea of &#8203;&#8203;genius, which interferes in the construction of a critical look at the issue. It is concluded that further studies are needed, with training offers for all employees who make up the staff of educational institutions, especially teachers. Training to meet the specifics of giftedness requires the development of active teaching strategies that can stimulate their abilities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Estudio de la percepción de los estudiantes superdotados, que busca aprehender sus ansiedades y expectativas desde su ingreso a las universidades, donde comienzan a experimentar un universo de aprendizaje diferente. Objetivo: aprehender la experiencia de estos estudiantes en las titulaciones de salud y comprender cómo perciben el proceso de enseñanza y aprendizaje en este contexto. Investigación exploratoria y descriptiva con enfoque cualitativo, a través de entrevistas semiestructuradas con nueve estudiantes. Las categorías encontradas fueron: experiencia universitaria, desconocimiento sobre superdotación, interacción social y autopercepción. Los resultados revelan que el ingreso a la universidad de los superdotados genera sentimientos de angustia y sorpresa. Se evidenció el desconocimiento de muchos profesores sobre la superdotación, lo que indica que para ellos ser superdotado es tener la obligación de conocer todas las materias y sacar excelentes notas. Se señaló que la percepción del tema de la superdotación radica en la invisibilidad y aunque se discute la inclusión, la superdotación no siempre se incluye en el debate. Esto se debe a que la imaginación sobre la superdotación que proviene del sentido común acaba corroborando la idea de genio, que interfiere en la construcción de una mirada crítica sobre el tema. Se concluye que son necesarios más estudios, con ofertas formativas para todos los empleados que integran la plantilla de las instituciones educativas, especialmente los docentes. La capacitación para cumplir con las características específicas de la superdotación requiere el desarrollo de estrategias de enseñanza activas que puedan estimular sus habilidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Altas Habilidades/Superdotação]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[High Abilities/Giftness]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="es"><![CDATA[Habilidades altas/Don]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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