Estado da arte da formação docente em Ciências e altas habilidades ou superdotação no Brasil

This study conducted a systematic review of the national literaturepublished between 2019 and 2024, with the aim of mapping andanalyzing the education of Science teachers (Biology, Chemistry,and Physics) at the interface with Special Education, focusingon students with High Abilities/Giftedness. The analysis of 18selected studies revealed four main thematic categories: initialteacher education curricula; teachers’ conceptions regarding thisspecificity; pedagogical strategies and resources aimed at thispopulation; and professional development actions in Sciencefrom an inclusive perspective. The results point to persistent gapsin teacher education, particularly in Physics, as well as misconceptionsabout giftedness, an uneven distribution of scientificproduction across the country, and a concentration of researchwithin Graduate Programs. Despite these limitations, innovativeinitiatives stand out, such as inquiry-based experimentation, theSTEAM approach, remote mentoring, gamification, and the useof active methodologies, which contribute to the recognitionand development of these students’ potential. It is concluded thatinitial and continuing education of Science teachers, articulatedwith Special Education, is essential for consolidating inclusiveand equitable pedagogical practices; however, it is necessary toestablish parameters for monitoring and evaluating the impact ofthese educational initiatives in Brazilian public Basic Educationclassrooms