Altas Habilidades ou Superdotação: o que se sabe, e o que se faz para garantir o direito educacional inclusivo na SEDUC/AM

Abstract

This dissertation, entitled High Abilities or Giftedness: What is Known and What is Done to Guarantee the Inclusive Educational Right in SEDUC/AM, is linked to the Graduate Program in Education of the Federal University of Amazonas (PPGE/UFAM) and was funded by the Amazonas State Research Support Foundation (FAPEAM). The research aimed to analyze the rights, policies, and guiding documents related to high abilities or giftedness, as well as the guidelines established by the Ministry of Education for the implementation of the High Abilities/Giftedness Activity Centers (NAAH/S), considering their organization and functioning within the Amazonas State Department of Education and School Sports (SEDUC/AM). Grounded in the historical-dialectical materialism method and dialoguing with historical-critical pedagogy, the study is characterized as qualitative, using documentary analysis and semi-structured interviews as methodological procedures. The research field was the specialized educational service for students with high abilities or giftedness in SEDUC/AM, represented by the NAAH/S, and the interview was conducted with the professional responsible for the coordination of the service. The results indicate that although the educational rights of these students have been recognized in Brazilian legislation since the 1970s, their implementation remains limited, as evidenced by the low rates of identification of students with high abilities or giftedness. In the context of the state of Amazonas, it was found that the implementation of the NAAH/S occurred in a structurally fragile manner, marked by the absence of administrative autonomy, the linkage of the service to a specific education school, the lack of its own pedagogical project, and structural and training limitations for specialized educational assistance. Furthermore, the field of high abilities or giftedness remains little prioritized in state educational policies, which is reflected in the scarcity of investments, insufficient teacher training, and the absence of systematic identification strategies, especially in municipalities in the interior of the state. It is concluded that these conditions contribute to the continued invisibility of these students in the educational system, highlighting the need to strengthen public policies, expand scientific production, and invest in professional training and institutional organization of specialized educational services in the Amazonian context.