EDUCATIONAL ACCELERATION FOR GIFTED STUDENTS: BETWEEN LEGISLATION AND PEDAGOGICAL PRACTICE

Abstract

This article critically analyzes educational acceleration as a strategy for serving giftedness students, based on brazilian educational legislation and specialized literature. Educational acceleration, understood as the completion of formal schooling in a shorter time than usual, according to the student’s pace and capacities, is recognized in official regulations as one of the possible educational provisions for this population. However, its implementation still faces barriers, often resulting from a lack of knowledge among school institutions and misconceptions about its impact on students' socioemotional development. The methodology adopted was a literature review based on scientific studies and legal documents, organizing the findings into arguments for and against the practice. The results indicate that acceleration can provide significant benefits, such as increased motivation, subjective well-being, and academic performance, provided it is implemented in a planned and individualized manner. On the other hand, the absence of clear operational guidelines, insufficient teacher training, and lack of understanding of the characteristics of students hinder its practical application, undermining its inclusive potential. The effectiveness of this strategy depends on multidisciplinary evaluation, careful planning, and ongoing support. The study concludes that educational acceleration, beyond being a legal right, represents a concrete possibility of educational equity when applied in an ethical, thoughtful, and student-centered way.