ALTAS HABILIDADES/SUPERDOTAÇÃO NO ENSINO SUPERIOR DA AMAZÔNIA: MAPEAMENTO E INCLUSÃO DE ESTUDANTES EM UMA UNIVERSIDADE FEDERAL DO OESTE DO PARÁ

Abstract

The research investigated the inclusion processes of students with high abilities/giftedness at a Federal University in Western Pará, focusing on the central problem of understanding how these students are mapped and included in the context of higher education. The general objective was to map and analyze inclusive practices, while the specific objectives aimed to analyze the academic profile of students, examine satisfaction levels regarding institutional support policies, and identify challenges faced in the teaching-learning process. The methodology used was quantitative-descriptive, with data collected through questionnaires applied to 21 students. The results revealed a higher concentration of students in courses such as Engineering and Education and Pedagogy, each representing 23.81% of the sample, while areas such as Biotechnology showed lower adherence (4.76%). Regarding satisfaction with inclusive policies, 42.86% considered the support to be "Very Good" or "Satisfactory," while 52.38% evaluated it as "Moderate" or "Poor." As for challenges, difficulties related to teaching methodologies, lack of effective inclusion, prejudice, and financial limitations for academic activities stood out. It is concluded that, although there are institutional efforts to promote inclusion, significant gaps still compromise these students' academic experience. The need for greater investment in support policies and teacher training is emphasized to ensure a more inclusive university environment. Furthermore, it is proposed that future studies expand the sample size and explore targeted pedagogical interventions. Keywords: High abilities. Inclusion. Higher education. Institutional policies. Academic challenges.