EDUCATION OF GIFTED IN CRITICAL MATHEMATICS EDUCATION Discrimination or inclusion?

Abstract

This article derives from a qualitative research of propositional nature that seeks to raise questions related to differentiation and services aimed at gifted students, in the light of critical mathematics education. For this, it is necessary to understand the definition, characteristics, difficulties and educational needs of students with high abilities. Among these needs are intellectual stimulation, contact with peers, less waiting time, and challenges at their cognitive level, factors that speak to the urgency of providing care. Mathematical education has a great impact on the results of this service, as it participates in the implementation of enrichment, acceleration and differentiation directed towards gifted students. In this context, based on the concepts of 'empowerment' and 'disempowerment' presented by Skovsmose, the differentiation process is discussed to understand whether it implies the disempowerment of certain communities, especially non-gifted students. Since differentiation is a necessary process to meet the needs of gifted students, it cannot be quickly dismissed as being a discrimination by abilities. There are, however, attitudes and aspects of this process that are capable of leading to forms of discrimination. This reflection is necessary to understand the intersectionality between gifted education and critical mathematics education and to base math educator’s work, advancing Inclusive and Special Education.