Giftedness in Brazil: To What Extent Does Terminology Really Matter?

Autor/inn/en	Fleith, Denise S.; Pereira, Nielsen; Alencar, Eunice M. L. S.
Titel	Giftedness in Brazil: To What Extent Does Terminology Really Matter?
Quelle	In: Gifted Education International, 38 (2022) 3, S.420-424 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleith, Denise S.) ORCID (Pereira, Nielsen) ORCID (Alencar, Eunice M. L. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294211064708
Schlagwörter	Foreign Countries; Gifted; Vocabulary; Academically Gifted; Language Usage; Ability; Talent; Brazil + Suchen Sie Ihr Suchwort? Ausland; Begabter, Hoch Begabter; Wortschatz; Sprachgebrauch; Fähigkeit; Fertigkeit; Begabung; Hochbegabung; Brasilien
Abstract	For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as "superdotado" (the common translation of "gifted" into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as "high ability student," which is associated with academics, and "talented," which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01