CONCEPTIONS AND MYTHS ABOUT HIGH ABILITIES AND GIFTEDNESS IN TEACHER EDUCATION: KNOWING, TO BETTER RECOGNIZE

Abstract

This article aims to understand, through a narrative literature review, the conceptions, myths and challenges related to the recognition of students with High Abilities/Giftedness (HA/G) in teacher education. This is a qualitative, theoretical study built from a bibliographic survey conducted in scientific databases (SciELO, Google Scholar, BDTD and the CAPES Periodicals Portal), with a preferential time frame of the last five years, complemented by current Brazilian educational legislation. The results show that understanding HA/G goes beyond a simplistic association with outstanding academic performance, finding stronger theoretical support in Renzulli's Three-Ring model and in national educational policies. Recent literature points to the persistence of myths and gaps in initial and continuing teacher education, which compromises the identification and appropriate referral of these students. It is concluded that investment in teacher education, grounded in up-to-date scientific knowledge, is a necessary condition for educators to recognize the diversity of high-ability profiles and to offer educational responses compatible with these students' actual needs.