A Critical Approach to Giftedness in the Didactics of Social Studies in Costa Rica: Some Didactic and Methodological Reflections
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| Autores: | , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2026 |
| Descrição: | This essay critically examines the concept of giftedness and its treatment in both international and Costa Rican educational contexts, with particular attention to its implications for Social Studies teaching. Drawing on a conceptual and normative review, as well as an analysis of the Social Studies curriculum for the third cycle of Basic General Education and Diversified Education currently in force in Costa Rica, the text identifies key pedagogical challenges and proposes methodological guidelines for classroom mediation. It argues that appropriate educational attention to this population requires inclusive, contextualized strategies capable of fostering cognitive, creative, and critical abilities. The essay concludes that Social Studies teaching can become a meaningful space for promoting more equitable and higher-quality educational processes for gifted students. |
| País: | Portal de Revistas UNA |
| Recursos: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | Español Inglés Portugués |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/23081 |
| Acesso em linha: | https://www.revistas.una.ac.cr/index.php/perspectivas/article/view/23081 |
| Palavra-chave: | giftedness high abilities didactics Social Studies educational inclusion pedagogical mediation alta dotación didáctica Estudios Sociales inclusión educativa mediación pedagógica altas habilidades/superdotação altas capacidades didática Estudos Sociais inclusão educacional mediação pedagógica |