REFLECTIONS ON GIFTEDNESS AND HIGH ABILITIES: CONCEPTS, PROPOSALS IN THE LITERATURE AND NEW EDUCATIONAL POLICIES

Abstract

This literature review addresses pedagogical practices aimed at meeting the educational needs of gifted/high-ability students, connecting classical contributions in the field with recent changes in Brazilian educational policy. The objective is to discuss concepts, characteristics and educational strategies and to examine them in light of the National Policy on Inclusive Special Education, established by Decree No. 12,686/2025 and updated by Decree No. 12,773/2025, and the National Policy for Gifted or High-Ability Students, established by Law No. 15,436/2026. Methodologically, this is a qualitative narrative review based on the authors and normative documents mobilized in the study. Identification, curricular enrichment and differentiation, acceleration, creativity, critical thinking, autonomy and socio-emotional development were examined. The analysis indicates continuity between part of the literature and recent policies, particularly regarding the supplementary nature of specialized educational services, curricular flexibility and teacher education, while also revealing new challenges concerning educational identification, individualized planning, twice-exceptionality, the national registry and reference centers. It is concluded that educational provision for gifted/high-ability students requires articulation between recognition of singularities, rights guarantees and institutional conditions capable of transforming potential into effective opportunities for learning and development.