Intelligence and morality in skills / gifting: piagetian perspectives

Abstract

People with giftedness have specific characteristics such as, above average skills, creativity and involvement with the task. Such characteristics must be recognized in the educational and social environment, including with regard to moral development. This article aims to discuss aspects related to the construction of intelligence and morality in people with giftedness from the perspective of genetic epistemology, highlighting its importance for the educational context. The methodology used consisted of bibliographic research using a systematic review method on the date of Scielo. This is exploratory research on the constructs: intelligence and morality in Piaget's view. In the search, thirty-four articles were found. Thirty-one were excluded for not addressing the topic. The synthesis of the results points to a lack of evidence from studies because only three articles were found in the last decade. It was necessary to expand the search with the magazine Schème - Electronic Journal of Psychology and Genetic Epistemology. The researches analyzed show that in giftedness there is a complexity in the formation of thought structures, there is an anticipation of the stages of intelligence development, a keen sense of morality and peculiar characteristics such as reversibility and awareness. It is suggested, therefore, that a teaching that presupposes such characteristics provides appropriate challenges to the development of intelligence and morals considering the specificities of gifted subjects, who will not always be aligned with their age group. Therefore, it is suggested that further research be carried out in order to elucidate the gap found to deepen the issue.