RECOGNITION OF STUDENTS WITH HIGH ABILITIES/GIFTEDNESS IN A SCHOOL FOR DEAF: PROBLEMATIZING SCHOOL CONSTITUTION

The proposition of an inclusive education conveys the responsibility for the school on students' education according to their specificities, including subjects with high abilities/giftedness. However the school finds itself involved and influenced by political, social, cultural networks and need to realize their pedagogical duties. The following research debate is an outline of some results of a research conducted throughout the Master's Degree in the Graduate Education Program, of the Universidade Federal de Santa Maria. It intends to seek for some peculiarities that crisscross the constitution of the school environment and the recognition of deaf students with high ability/giftedness. The studies of some authors have been approached like Perez (2004), Varela; Alvarez-Uria (1992), Lunardi (2004), Forquin (1993) amongst others, in order to discuss the proposed topic, considering the fact that the recognition of these students involves perceiving them as different subjects in their peculiarities, but the others need to be to organize and signify their identity as such. The identification of deaf students with characteristics of high ability/giftedness meant that those involved in this process start building knowledge on the topic and about these people, unveiling new knowledge and deconstructing others. It was found also that the culture which influences the person is located in the recognition of their skills, since the environment can appreciate more certain knowledge over other ones, as well as encourage greater engagement with some skills most valued by a group or a culture.