Altas habilidades na base da formação inicial na licenciatura em Pedagogia em universidades de região Norte

Abstract

High Abilities or Giftedness is a neurodevelopmental condition characterized by an elevated and above-average potential in one or more areas of knowledge, such as intellectual, academic, artistic, psychomotor, or leadership domains. It is an intriguing topic that has sparked the intellectual and scientific curiosity of researchers in the educational field, either due to the difficulty in understanding the complexity of this phenomenon or the need to seek solutions to challenges faced by learners who possess this condition. In this context of intellectual inquiry, it is essential that the academic and scientific community show an inclination toward investigating teacher education in higher education, demonstrating concern for the training of professionals responsible for educating gifted students in regular classroom settings. In this regard, the purpose of this study is to analyze how teacher training is structured in Undergraduate Pedagogy Programs in two federal public universities in the northern region of Brazil, particularly with respect to discussions about students with high abilities. A qualitative research approach was chosen, considering that this perspective represents an ongoing process in which all methodological decisions and choices are constantly defined and redefined throughout the investigative process. Moreover, literature review strategies and document analysis were employed, through the examination of the Pedagogy Program Pedagogical Projects, verifying the discourses expressed on the topic of high abilities within course offerings, syllabi, objectives, and bibliographic references. The results indicate a concern with teacher education from a cross-cutting perspective, aimed at specialized educational support for atypical students, making reference, to some extent, to highly able/gifted learners. Nonetheless, the analysis of curricular components with some inference regarding the theme of Special/Inclusive Education, along with a comparison of the approaches and discourses found in the syllabi, objectives, and bibliographies, reveals that, for the most part, the subject of High Abilities/Giftedness is implicitly integrated in a broad and interconnected manner into this broader thematic area. This allows us to conclude that the topic appears in a subsumed form, integrated into the field of Special Education/Inclusive Education.