VALIDITY OF GIFTEDNESS REPORTS: LEGAL, EDUCATIONAL AND LABOR IMPLICATIONS FOR THE INCLUSION OF HIGH SKILLS
Álaze Gabriel do Breviário
Master in Theology. University of São Paulo.
Email: alaze_p7sd8sin5@yahoo.com.br. Lattes URL:
http://lattes.cnpq.br/9973998907456283.
Valdimeire Silvestre Lopes
Master's student in Education Sciences and
Christian Ethics, Ivy Christian University, mere_silvestre@hotmail.com. Lattes
URL:
Deusirene Souza da Silva Fróes
PhD student in Education Sciences and
Christian Ethics, Ivy Enber Christian University,
deusirenesouzasilvafroes@gmail.com. Lattes URL:
https://lattes.cnpq.br/0218139923264576.
Flávia Adriana Santos Rebello
Master in Administration, Must University,
frebello.mentoriatextual@gmail.com, Lattes URL:
http://lattes.cnpq.br/3406211444097827.
João Batista Lucena
Master's student in Education, Federal
Institute of Education, Science and Technology of Rio Grande do Norte,
joao.batista.lucena@gmail.com. Lattes URL:
http://lattes.cnpq.br/2822567703207399.
Logan Faedda Rago
Master's student in Education Sciences and Christian Ethics, Ivy Enber Christian University, loganfaedda@hotmail.com. Lattes URL: https://lattes.cnpq.br/2516880221903287.
Leliane Aparecida Castro Rocha
PhD in Education, Methodist University of São
Paulo (UMESP), prof.lelianerocha@gmail.com. Lattes URL: http://lattes.cnpq.br/6176059915115617.
Ayla Limeira da Silva
Bachelor's degree in Special Education,
Federal University of São Carlos (UFSCar). Email: aylasilva250@gmail.com.
Lattes URL: https://wwws.cnpq.br/cvlattesweb/PKG_MENU.menu?f_cod=700C515E26C0EC79366115D7A29098A7#.
ABSTRACT
This study addresses the validity of giftedness reports and their legal,
educational and labor implications. The research contextualizes the need for
rigorous criteria for the identification of gifted individuals, considering the
absence of mental disorders that may compromise their abilities. The central
problem refers to the inconsistency of reports that associate giftedness with
mental disorders, which negatively impacts the recognition of educational and
labor rights of these individuals. The general objective is to analyze the
validity of these reports and their importance for the inclusion of gifted
individuals in different contexts. The methodology adopted includes the gifted
neoperspectivist paradigm, which recognizes the complexity of giftedness, the
hypothetical-deductive method to test hypotheses and a Narrative Bibliographic
and Documentary Review to support the analysis. The main findings indicate that
well-founded reports are essential to ensure access to accelerated study
programs and opportunities for development in the job market. Gaps include the
lack of standardization in diagnostic criteria and the need to further analyze
the impact of reports in work environments. The contributions of the study
include an integrated theoretical approach, the development of a rigorous
analysis methodology, and the presentation of successful cases in the inclusion
of gifted individuals. The added value lessons in the proposal of fairer
policies and the appreciation of cognitive diversity, contributing to a more
inclusive society.
Keywords: educational inclusion; cognitive diagnosis; public policy.