Unveiling the School Invisibility of Students with High Abilities/Giftedness: Pathways for a Local Analysis

Abstract

This paper analyzes the school invisibility of students with High Abilities/Giftedness (HA/G) in a public municipal school located in the Planalto Norte region of Santa Catarina, Brazil, and discusses the potential contributions of Digital Information and Communication Technologies (DICTs) to the recognition and development of students’ abilities. The study adopts a qualitative, exploratory approach, using a semi-structured interview with the school principal and content analysis. The data were organized into four analytical categories: school invisibility of HA/G students; identification and referral processes; pedagogical and institutional practices; and the use of digital technologies in educational provision. The findings reveal the absence of systematized identification procedures, fragile curricular enrichment practices, and limited use of DICTs, which are often restricted to occasional and instrumental applications. These factors contribute to the persistence of HA/G students’ invisibility in everyday school practices. The study concludes that strengthening identification protocols, investing in teacher education, and intentionally integrating DICTs into pedagogical practices are essential strategies to enhance inclusive educational provision for HA/G students.