Superdotação: constituição histórica do conceito no discurso educacional brasileiro

Abstract

The present investigation is part of the Research Line Theories of Education and Pedagogical Processes of the Stricto Sensu Graduate Program in Education at the Pontifical Catholic University of Goiás, Interinstitutional Doctorate in Education, in partnership with Faculdade Serra da Mesa, whose object of study is study is the history of the concept of giftedness in the Brazilian educational discourse in the period between 1944 and 2021. The literature review in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel - CAPES and on the SCIELO website revealed a gap in relation to the historical constitution of this concept. In view of this, two questions guided the research: What is the historical constitution of the concept of giftedness and how was it appropriated and disseminated by the brazilian educational discourse? The history of concepts was adopted as theoretical and methodological references, seeking in Koselleck (1992;2006) and in Torrano (2013) the necessary explanations for the use of this aspect of historiography. It was defined as a general objective to know the historical constitution of the concept of giftedness in the brazilian educational discourse and as specific objectives: to raise the history of the concept through a balance in specific education journals; investigate the initial moment of the historical constitution of the concept of giftedness in the brazilian educational discourse; identify layers of meanings and discourses produced in the course of its historical constitution. The procedures for the development of this study involved bibliographical research and qualitative data analysis in the journals Revista Brasileira de Estudos Pedagógicos from INEP, Revista Educação and Educação Especial, both from UFSM, and in the journal Caderno de Estudos from Fundação Carlos Chagas. The results showed three layers of meanings: initially, the concept of giftedness was configured from a naturalistic point of view; in a second moment, apprehended as developed skills; and, in a third moment, translated from a biopsychosocial conception. It was verified that understanding more clearly the concept of giftedness is essential for an education that recognizes, evaluates, identifies and provides opportunities for the development of human potential