International Handbook on Giftedness

pp 1491-1506

Gifted Education and Research on Giftedness in South America

  • Eunice M.L. de Soriano AlencarAffiliated withCatholic University of Brasilia Email author 
  • , Denise de Souza FleithAffiliated withCatholic University of Brasilia
  • , Violeta ArancibiaAffiliated withYale University

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National educational policies have been edited since the 1970s in Brazil and in other countries of South America. Some aspects of the education of the gifted are usually present in most of these nations such as the scarcity of programs for training teachers and psychologists in the giftedness area; shortage of financial support for implementing programs and services for gifted students; preference for enrichment educational strategies; and predominance of misconceptions related to giftedness among parents, educators, and administrators. However, differences might be observed among these countries with respect to definitions and terminologies adopted. It is important to remember that South American nations do not share the same cultural, linguistic, ideological, social, and economical background. As a consequence, these differences reflect on the terminology, practices, and policies implemented for the gifted in this continent. Although advances in the areas of gifted education and research have been reported in South America, there is a long way to go. More research needs to be conducted for a better understanding of the effects of different educational strategies, including cross-cultural studies.


South America Research on giftedness Programs for the gifted