HIGH ABILITIES/GIFTEDNESS: PSYCHOPEDAGOGICAL STRATEGIES FOR IDENTIFICATION AND STIMULATION

Abstract

This study analyzes psychopedagogical strategies aimed at identifying and stimulating students with high abilities or giftedness, addressing the role of schools, teachers, and psychopedagogy in promoting inclusive and humanized educational practices. The qualitative and theoretical-descriptive research is based on recent literature that discusses the recognition of cognitive and creative potential in Brazilian students. It investigates the challenges faced by educational institutions in implementing actions that foster integral development and the effective use of superior abilities. The findings highlight that the identification process must be continuous and contextualized, encompassing affective, social, and intellectual aspects, while stimulation strategies should rely on active methodologies, curricular enrichment programs, and interdisciplinary collaboration. It concludes that strengthening teacher education, investing in public policies, and maintaining psychopedagogical mediation are essential factors for talent and creativity to flourish within the school environment, contributing to a more equitable, innovative, and human-centered education.