Neurociência na educação: estratégias práticas para o desenvolvimento integral de alunos superdotados

Abstract

Giftedness is a multifaceted phenomenon that involves advanced cognitive abilities, creativity, and commitment, going beyond the traditional measurement of IQ. According to authors like Sternberg, giftedness can be influenced by cultural contexts, which determine which skills are valued and shape identification approaches. Gifted individuals face emotional challenges, such as perfectionism and anxiety, often intensified by high expectations and the perception of difference from their peers. This combination of factors highlights the importance of educational approaches that consider both individual peculiarities and cultural and social aspects. However, the perspective of neurodivergence emphasizes that many of the difficulties attributed to gifted individuals may be amplified by inadequate social and educational environments, and not necessarily intrinsic to them. Furthermore, it recognizes these traits as natural variations, which, with timely support and appropriate opportunities, can result in exceptional talents. Advances in neuroscience show that the gifted brain has greater plasticity and efficiency, requiring constant stimulation to reach its potential. Given the importance of emotions in learning, it is necessary for educational environments to integrate emotional and cognitive aspects to support these students. This integration promotes both academic and emotional development, constituting more effective and inclusive practices in the school environment. Identifying gifted individuals requires comprehensive and inclusive approaches that consider cultural, social, and emotional factors, going beyond traditional methods. Evidence-based pedagogical strategies are crucial for balancing academic and emotional development, promoting the potential of these students.