VALIDITY OF GIFTEDNESS REPORTS: LEGAL, EDUCATIONAL AND LABOR IMPLICATIONS FOR THE INCLUSION OF HIGH SKILLS

 DOI: 10.5281/zenodo.15299744

 

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 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.