SPECIALIZED EDUCATIONAL SUPPORT FOR STUDENTS WITH HIGH ABILITIES:

CHALLENGES AND POTENTIALITIES IN THE SCHOOL CONTEXT

Abstract

This article aims to analyze how the cognitive profile of students with high abilities or giftedness is configured, based on those served by the Specialized Educational Assistance Center (CAEE) in Juiz de Fora. The effective inclusion of these students in special education requires a reassessment of their condition within the school context, considering that, historically, they have always attended regular classrooms and often remained unnoticed by the educational system. The cognitive profile of these students frequently manifests through behaviors that differ from those of their peers. However, when they do not receive appropriate stimulation, they may lose motivation and show disinterest in the school environment. The relevance of this study lies in the need to improve educational practices aimed at this population, in order to promote their proper identification and support. This is a bibliographic study conducted between January and March 2020, using the descriptors "cognitive profile," "giftedness," and "high abilities," along with directed observation of students served by the CAEE.