OS DESAFIOS DA FORMAÇÃO DOCENTE PARA O RECONHECIMENTO DOS ALUNOS COM ALTAS HABILIDADES/SUPERDOTAÇÃO

Abstract

The general objective of this article is to understand the importance of teacher training for the recognition of students with High Skills/Giftedness, given the need for a differentiated treatment they have, a right recognized by law, with a view to equity. As specific objectives to raise the legislation that underscores this right, to understand the concept of High Skills and/or Giftedness; to raise the main myths and prejudices that involve the subject and that hinder the teaching work, with a view to developing the potentialities of these students. This is a research of an applied nature, with a qualitative approach, from a bibliographic source, through the reading of authors who deal with the subject, such as Alencar (2007); Godoy et al. (2010); Perez (2017); Mr. Freitas; Pérez (2012); Franson and Watzlawick (2016); Renzulli (2014);Virgolin(2014), Documentary source will also be used, in which important legislation sits to understand the trajectory of inclusive public policies such as the Federal Constitution of Brazil (BRASIL,1988); Basic Guidelines Law of Education 9394/96(BRAZIL,1996); Law 13.234/15, which deal with the care of students with high skills or giftedness in Basic Education and higher education.