A inclusão das meninas com altas habilidades/superdotação no espaço escolar no município de Marechal Cândido Rondon/PR e a prática docente no desvendar de potencialidades

Abstract

This research corroborates studies that address the invisibility of individuals with High Abilities/Giftedness (HA/GD), as well as the tendency to more easily recognize these indicators in boys. As a result, girls with HA/GD often go unnoticed, with their abilities being camouflaged and receiving little encouragement to develop their potential. The general objective to analyze teachers' perceptions of girls with AH/DS in the school context, identifying possible factors that contribute to the invisibility of these students and the implications of this phenomenon in their educational trajectories. The theoretical foundations of the research draw on authors such as Vygotsky (2010), Renzulli (1986, 2004, 2014), Pérez (2012, 2014), Delou (2007), Virgolim (2007), and Sabatella (2008), who discuss the inclusion of individuals with HA/GD and support pedagogical practices based on the development of potential. The research is qualitative, exploratory, and descriptive in nature. The voluntary sample consisted of eight teachers who work in Elementary School of the municipal education network of Marechal Cândido Rondon-PR, where they teach to students with HA/GD in regular

classes. Data were collected through semi-structured interviews, using a set of open- ended questions that explored the teachers perceptions of HA/GD, considering gender

representation. The findings highlight a tendency to recognize boys more frequently and reveal the existence of stigmas related to HA/GD, which are more pronounced in girls. The intelligence of these girls is often overlooked, and they end up being neglected in both identification and support, with their potential being associated with expected social behaviors. This research offers reflections on HA/GD through the lens of gender representation, aiming to provide equal opportunities for both male and female students to fully develop their potential.