Gifted education: from the study of the social representations and attitudes of peers to the definition of didactic intervention

Practice based

In recent years, in the field of education, there has been a growing interest in the issue of giftedness and related awareness-raising actions that can be implemented in the school context. Pedagogical research recognizes perceptions and representations about giftedness as a fundamental role: an activator of attitudes and behaviours. In the reference literature, students’ representations of giftedness are marginally explored. In view of the importance of broadening these investigations, this contribution focuses on the peer group, the main social reference, exploring the representational repertory on giftedness in the early school age. This analysis follows a brief intervention of awareness and promotion of a correct and inclusive representation of the giftedness and ends with a reflection aimed at leading students to the knowledge of the gifted peer beyond myths and misconceptions, promoting an influence of enriching and pervasive reciprocity in the whole educational community.