The education of students with high abilities in Brazil: Between norms and challenges

Abstract

This study analyzes the evolution of Brazilian educational policies for gifted students, highlighting the transition from special education to an inclusive model the documentary research analysis of the norms and their application in the school context. The analyzed norms show efforts to guarantee the right to inclusive education, focusing on developing the potential and well-being of students with high capacities. However, structural challenges remain: insufficient teacher training, the lack of adequate educational plans and the scarcity of specialized resources compromise the implementation of policies. It also reflects on the monitoring methodology of the National Education Plan (NEP), highlighting the lack of transparency that negatively impacts the evaluation of the effectiveness of inclusive actions.

Although the legislation has advanced, its implementation in the school environment remains limited. To overcome these limitations, continuous investments in teacher training, developing specialized resources, and improving monitoring and evaluation systems are essential.