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1、Chapter77GiftedEducationandResearchonGiftednessinSouthAmericaEuniceM.L.SorianodeAlencar,DenisedeSouzaFleithandVioletaArancibiaAbstractNationaleducationalpolicieshavebeenIntroductioneditedsincethe1970sinBrazilandinothercountriesofSouthAmerica.Someaspects
2、oftheeducationofThereisanincreasingrecognitionoftheimportanceofthegiftedareusuallypresentinmostofthesenationseducationalprovisionsforthegiftedindifferentcoun-suchasthescarcityofprogramsfortrainingteacherstriesofSouthAmerica.Nationalandinternationalcon-a
3、ndpsychologistsinthegiftednessarea;shortageferenceshavebeenorganizedtocallattentiontotheoffinancialsupportforimplementingprogramsandneedsofgiftedstudents,suchastheFirstInternationalservicesforgiftedstudents;preferenceforenrich-ConferenceonIntelligenceinC
4、olombiain1987,thementeducationalstrategies;andpredominanceofInternationalConferenceonEducationofHighIntelli-misconceptionsrelatedtogiftednessamongparents,genceinArgentinain1998,severalconferencesoftheeducators,andadministrators.However,differencesIbero-
5、AmericanFederationoftheWorldCouncilformightbeobservedamongthesecountrieswithrespectGiftedandTalentedChildreninBrazilin1998,Colom-todefinitionsandterminologiesadopted.Itisimpor-biain2002,Ecuadorin2004,andArgentinain1994tanttorememberthatSouthAmericannatio
6、nsdonotand2006,inadditiontonationalconferencesorganizedsharethesamecultural,linguistic,ideological,social,bydifferentassociations,suchastheBrazilianAssoci-andeconomicalbackground.Asaconsequence,theseationfortheGifted,theBrazilianCouncilforGifted-differe
7、ncesreflectontheterminology,practices,andness,andtheAlbertoMeraniFoundationfortheDe-policiesimplementedforthegiftedinthiscontinent.velopmentofIntelligenceinColombia.Theseconfer-Althoughadvancesintheareasofgiftededucationandenceshavecontributedtoeliminati
8、ngmisconceptions,researchhavebeenreportedinSouthAmerica,thereisinformedteachersabouteducationalpracticesforthealongwaytogo.Moreresearchneedstobeconductedgifted,anddrewtheattentionofeducationalauthori-forabetterunderstandingofthee
