HIGH SKILLS AND GIFTEDNESS IN THE ERA OF ICT: THE USE OF ARTIFICIAL INTELLIGENCE AND BIG DATA FOR IDENTIFYING AND ENHANCEMENT OF TALENTS IN THE INCLUSIVE SCHOOL CONTEXT
Álaze Gabriel do
Breviário
Master
of Theology.
Master
of Psychology.
Ivy
Enber Christian University (IECU).
Orlando,
Florida, United States.
Email:
alaze_p7sd8sin5@yahoo.com.br.
URL
Lattes: http://lattes.cnpq.br/9973998907456283.
ORCID: https://orcid.org/0000-0002-9480-6325.
Jaine Marques de Souza
Specialist
in Special Education. Portuguese Language Teacher.
ICM
School.
Email:
sousajaine9@gmail.com.
URL
Lattes: http://lattes.cnpq.br/2760508798931944.
João Batista Lucena
Master's student in Education.
Federal Institute of Education, Science and Technology of Rio
Grande do Norte, IFRN.
Natal, Rio Grande do Norte, Brazil.
Email: joao.batista.lucena@gmail.com.
URL Lattes: http://lattes.cnpq.br/2822567703207399.
Logan Faedda Rago
Master of Science in Education and Christian Ethics.
Ivy Enber Christian University, IECU.
Orlando, Florida, United States.
Email: loganfaedda@hotmail.com.
URL Lattes: https://lattes.cnpq.br/2516880221903287.
Marcelo D’Ávilla
Teixeira Gomes
Master in
Social Management, Education and Regional Development.
Vale do Cricaré
University Center (UNIVC). São Mateus, ES, Brazil.
Professor at
the Municipal Department of Education of São Mateus (ES).
E-mail: cpldavilla@gmail.com.
URL Lattes: https://lattes.cnpq.br/3740114889508259.
ORCID: https://orcid.org/0009-0003-3471-225X.
Deusirene Sousa da Silva
Fróes
PhD candidate in Education Sciences and Christian Ethics.
Ivy Enber Christian University, IECU.
Orlando, Florida, United States.
Email: deusirenesousasilvafroes@gmail.com.
URL Lattes: https://lattes.cnpq.br/0218139923264576.
ABSTRACT
This
research addresses the application of Digital Information and Communication
Technologies (ICTs), with a focus on Artificial Intelligence (AI) and Big Data,
for the identification and development of students with high abilities in
inclusive school environments. The growing use of these technologies to improve
educational practices and identify talents in diverse educational contexts is
contextualized. The problem focuses on the limitations of traditional methods
in identifying and monitoring the progress of gifted students. The main
objective is to investigate how ICTs can be effectively integrated into
inclusive education, contributing to a more equitable and adaptive education.
Methodologically, the research adopts the gifted neoperspectivist paradigm,
based on the theories of Inclusion, Giftedness, Mediated Learning, AI and Big Data.
The hypothetical-deductive method and a Narrative Bibliographic and Documentary
Review are used, with 78 papers selected from databases such as Scopus, Web of
Science and IEEE Xplore. The main findings indicate that AI and Big Data are
effective in detecting and monitoring abilities, with ethical and technical
limitations. Gaps related to school infrastructure and teacher training are
identified. Theoretical and empirical limitations include the lack of practical
data and ethical guidelines. This research contributes theoretically and
empirically to the field of inclusive education, promoting a model of support
for gifted students and adding value to Science and society by proposing
guidelines for a more inclusive and personalized education.
Keywords: Pedagogical Innovation. Adaptive Teaching. School Monitoring. Including Practices. Cognitive Development.
Reviewed by Current Scientific Journal
on
abril 28, 2025
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