Psychopedagogical intervention in Brazilian undergraduate students identified with giftedness

Abstract

Despite the importance of attend the specific needs of students with High Abilities/Giftedness  (HA/G),  especially  to  ensure  their  full  development  and  to promote the productivity of a country's human potential, actions aimed at identifying and   monitoring   in   gifted   Brazilian   undergraduate   students   are   still   incipient. Therefore, this article describes a set of psychopedagogical procedures developed by the  Programa  de  Evidenciamento  Global  de  Altas  Habilidades/Superdotação  nas Universidades  (PEGAHSUS)  to  promote  the  socio-emotional  inclusion  of  these students.   The   actions   go   through   the   process   of   identification   of   giftedness, psychoeducational monitoring and psychopedagogical intervention. 1169 university students participated, between 2017-2019, in the identification process, 165 completed the    psychological    assessment    and    105    were    identified    giftedness.    With psychoeducational   monitoring,   the   needs   these   students   were   verified.   Three categories  of   psychopedagogical   intervention   were   proposed,  which   served  56 university students from different courses: GATHERING for curriculum enrichment; GO-PEGAHSUS operating group with themes of self-perception, assertiveness, public speaking, frustration tolerance, resilience, anxiety, perfectionism and giftedness socio-emotional characteristics; Rodas de Conversa sobre Altas Habilidades/Superdotação. This  study  demonstrates  the  efficiency  of  a  program  in  giftedness  identifying  and intervening,  is  supported  in  the  need  for  formation  and  dissemination  of  inclusive practices in higher education that promote human and institutional development.Keywords:inclusive education; educational practices; specific needs.