Educating beyond the Ordinary: The Complexity of Teaching Students with High Capacities

Abstract

This article aims to analyze the challenges and possibilities of teaching high capacities students in elementary school, based on an experience in a private school that exclusively serves this population. The research is descriptive and historical-critical in nature, grounded in Bloom's Taxonomy, with emphasis on the cognitive, affective, and psychomotor domains of the teaching-learning process. The general objective is to understand how pedagogical work can be structured to meet the specific needs of gifted students, promoting the integral development of their potential. The methodology adopted combines a qualitative approach, with a bibliographic survey on the subject, and a descriptive analysis of the pedagogical practice observed in the school studied. Data collection was based on observation of routines, strategies used by teachers, and analysis of pedagogical responses to different giftedness profiles. This study highlights that the role of the teacher is redefined in light of the specific needs of these students, requiring flexible, creative, and sensitive pedagogical practices that respect individual differences, as well as a continuous commitment to professional development and reflection. The results point to the need for teaching strategies that stimulate creativity, autonomy, critical thinking, and divergent thinking, contributing to an inclusive and equitable education that values ​​the multiple forms of intelligence and expression of students with high capacities.