From the development of the Concept of Intelligence to the Concept of High Abilities/Giftedness

divergences between theoretical perspectives

Abstract

The concepts of high abilities/giftedness and intelligence are presented in current literature in different ways, as a result of different epistemic conceptions. The objective is through bibliographical research, using the comparative method, to reflect on the development of these concepts, which are interconnected. Divergent aspects are pointed out between the conceptions derived from uncritical theories and historical-cultural psychology. Understanding them allows the teacher greater clarity so that, in his pedagogical performance, he can contribute to greater democratization in the process of identifying potentialities and, consequently, promote the intellectual development of his students. It ends by highlighting the consequences of the conception of AH/SD from the perspective of historical-cultural psychology for teaching work. The school must prepare its students so that, by developing their talents, they contribute to the good of the community, committed as citizens, favoring the collective process of human emancipation.