Crianças gênios: vivências, vulnerabilidade e invisibilidade dentro da escola pública

Abstract

This study investigates the experiences of children identified as gifted and talented within the context of public schools, addressing aspects of their daily lives, vulnera-bilities, and the invisibility many of them face. These children often encounter barri-ers that hinder their full academic development. This research explores how the na-tional inclusion policy supports these students and presents evidence that, despite being recognized for their talents, many do not receive the necessary support from schools. This may be due to a lack of resources, limited knowledge among educa-tors, or the absence of specific programs to meet their needs. The study highlights the importance of fostering an inclusive and supportive environment for gifted stu-dents and advocates for the implementation of differentiated pedagogical practices that facilitate their integration. The methodology involved a literature review and the selection of relevant texts, which guided the writing process. The postgraduate coursework contributed to the development of this study, and academic guidance was essential for its completion. The proposed action plan focuses on investing in the training of teachers in the municipal school system of Itabirito, encouraging them to reflect on the presence of gifted students in their classrooms and to chal-lenge the stereotypes that contribute to the invisibility of so-called “truly” gifted chil-dren. Ultimately, we conclude that there is a theoretical knowledge gap among teachers on this topic, even though they are the ones who most frequently interact with these students and serve as key agents in identifying and supporting those with signs of giftedness and high abilities.