INCLUSÃO DE ALUNOS COM ALTAS HABILIDADES/SUPERDOTAÇÃO

This article analyzes studies that highlight significant gaps in teacher training, with an emphasis on the inclusion of students with High Abilities/Giftedness (HA/G), excluding the rare undergraduate courses that offer specific subjects on the topic. It also identifies challenges in the implementation of Brazilian public policies, despite their robust legal formulation, such as the need for curricular enrichment and pedagogical strategies for the development of specific skills within the context of classroom experiences. The research, based on a literature review, also portrays the invisibility of these students as a result of the following factors: a combination of inadequate teacher training, institutional resistance, and the absence of systematic protocols for early identification. The conclusions highlight the need for investments in continuing education, the development of differentiated pedagogical practices, and the creation of school environments that value the diversity of talents, transcending simple physical integration to achieve a profound transformation of educational practices and promoting the inclusion of these students.