<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000100144</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.69.s18158</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação de habilidades sociais em estudantes com comportamento superdotado]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of social skills in students with gifted behavior]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación de las habilidades sociales en estudiantes com superdotación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ogeda]]></surname>
<given-names><![CDATA[Clarissa Maria Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Ketilin Mayra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>69</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O fenômeno da superdotação caracteriza-se por três traços de comportamento: habilidade acima da média, envolvimento com a tarefa e criatividade. Os indivíduos com superdotação devem ser assistidos por profissionais específicos e usufruir dos serviços de atendimento educacional especializado. Para além dos aspectos acadêmicos, a literatura da área aponta a necessidade de mais investigações que avaliem fatores socioemocionais, como as habilidades sociais. O objetivo do presente artigo consistiu em aferir o repertório de habilidades sociais de estudantes com comportamento superdotado por meio da avaliação dos pais/responsáveis e da autoavaliação. Participaram do estudo seis estudantes com comportamento superdotado e seus respectivos pais/responsáveis (12), totalizando 18 participantes. Para proceder à avaliação das habilidades sociais dos estudantes, foi usado como material o Sistema de Avaliação de Habilidades Sociais, sendo este um instrumento validado no contexto nacional. Os resultados indicaram que as habilidades sociais dos estudantes com comportamento superdotado foram consideradas boas, porém os estudantes se revelaram bastante heterogêneos nesse aspecto, com alguns apresentando desde um repertório altamente elaborado até um repertório abaixo da média inferior. Assim, destaca-se que o desenvolvimento das habilidades sociais se mostra mais relacionado ao ambiente no qual o estudante está inserido e ao atendimento às necessidades específicas do que propriamente à presença da superdotação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The phenomenon of giftedness is characterized by three behavioral traits: above-average skills, involvement with the task and creativity. These individuals must be assisted by specific professionals and benefit from specialized educational services. In addition to academic aspects, the literature in the area points to the need for further investigation that assess socio-emotional aspects, such as the social skills behavior. The objective of the present article was to evaluate the Social Skills repertoire of students with gifted behavior, through the evaluation of parents/guardians and self-assessment. Six students with gifted behavior and their respective parents/guardians (12) participated in the study, totaling 18 participants. To proceed with the assessment of students&#8217; social skills, we used the Sistema de Avaliação de Habilidades Sociais as material, which is an instrument validated in the national context. The results indicated that the social skills of students with gifted behavior were considered good, however, the students proved to be quite heterogeneous in this aspect, with students who experimented from the elaborate repertoire to the lower average repertoire. Thus, we emphasize that the development of social skills is more closely related to the environment in which the student is inserted and to meeting specific needs than to the presence of giftedness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El fenómeno de la superdotación se caracteriza por tres rasgos de comportamiento: habilidad superior a la media, invilcramiento con la tarea y creatividad. Los individuos que presentan este fenómeno deben ser atendidos por profesionales específicos y disfrutar de los servicios educativos especializados. Más allá de los aspectos académicos, la literatura del área señala la necesidad de nuevas investigaciones para evaluar fatores socioemocionales, como las habilidades sociales. El objetivo del presente artículo fue analizar el repertorio de habilidades sociales de alumnos con comportamiento superdotado a través de la evaluación de los padres/tutores y de la autoevaluación. Participaron del estudio seis alumnos con comportamiento superdotado y sus respectivos padres/tutores (12), totalizando 18 participantes. Para proceder a la evaluación de las habilidades sociales de los estudiantes, se utilizó como material el Sistema de Evaluación de Habilidades Sociales, que es un instrumento validado en el ámbito nacional. Los resultados indicaron que las habilidades sociales de los alumnos con comportamiento superdotado fueron consideradas buenas, sin embargo los estudiantes se mostraron bastante heterogéneos en este aspecto, con algunos presentando desde repertorios muy elaborados hasta repertorios por debajo de la media. Así, se destaca que el desarrollo de las habilidades sociales está más relacionado con el ambiente en el que el alumno se inserta y con la satisfacción de necesidades específicas que con la presencia de superdotación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Superdotação]]></kwd>
<kwd lng="pt"><![CDATA[Habilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[Problemas de comportamento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Giftedness]]></kwd>
<kwd lng="en"><![CDATA[Social skills]]></kwd>
<kwd lng="en"><![CDATA[Behavior problems]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Superdotación]]></kwd>
<kwd lng="es"><![CDATA[Habilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[Problemas de comportamiento]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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