TEACHERS' PERCEPTIONS IN THE IDENTIFICATION OF STUDENTS WITH GIFTED BEHAVIOR: AN INTEGRATIVE REVIEW

Abstract

This study proposes to carry out an integrative literature review with the objective of analyzing how the teacher's perception influences the process of identification of students with gifted behavior. The search for articles was carried out in the PUBMED, SCOPUS, ERIC, LILACS and EDUBASE databases, correlating the search terms Gifted, Talented, Child, Adolescent, Student, School, Education, Perception, Identification, Characteristics, Screening, Teacher and free synonymous terms, with the objective of finding scientific evidence to answer the research question proposed in the present study. No date, language, and/or study design filters were applied. The results showed that the perceptions of teachers in the identification of students with gifted behavior are biased by a deficient initial or continuing education that corroborates mistaken sociocultural representations, rooted in myths and stereotypes that bring implications and prejudices in the process of identification and inclusion of these subjects.