A INTELIGÊNCIA E SUAS POLÍTICAS: O CAMPO DISCURSIVO DAS POLÍTICAS PÚBLICAS ACERCA DA SUPERDOTAÇÃO

Abstract

The essay addresses the changes in public policies aimed at gifted individuals, starting with an analysis of the concept of education in Ancient Greece, whose philosophical ideas laid the foundation for the modern understanding of intelligence and human potential. The investigation traces the historical development of early initiatives directed at the gifted, with a focus on the 20th century, when the recognition and institutionalization of these policies intensified. The study conducts a comparative analysis of the approaches adopted by Brazil and Portugal, examining the specificities and convergences of public policies in each country, considering the historical, cultural, and political contexts that influenced their formulation. The challenges and advancements observed over time are also discussed. Finally, the essay highlights the progress in the institutionalization and legislation supporting the inclusion of the gifted but also reveals the persistent challenges in the effective implementation of these policies. It emphasizes the importance of an educational approach that values intellectual diversity and underscores the need for a dynamic and culturally contextualized understanding of intelligence, which can impact the formulation and application of educational policies.