Tecnologias digitais e superdotação: desenvolvimento de uma arquitetura metodológica para o planejamento educacional individualizado

Abstract

The right to education is not exhausted by access to school, it presupposes pedagogical responses adjusted to each student's characteristics, including students with giftedness, a population that remains underidentified within Brazilian Special Education. For these students, Digital Technologies (DT) represent a resource with strong potential for personalization and curricular supplementation. However, their incorporation is constrained by the absence of validated instruments and of a structured methodology for profiling the student and elaborating the Individualized Education Plan (IEP). Faced with this gap, this research aimed to structure a methodological and technological architecture to support the elaboration of IEPs for gifted students, with artificial intelligence support and the systematic prescription of DT. Specifically, the study aimed to: map how DT have been applied in the educational support of this population in Brazil; construct, adapt, and validate a set of multisource data collection instruments to support the assessment of the biopsychosocial profile required for IEP elaboration; develop a system supported by a language model to assist in this elaboration and in the prescription of DT; and, finally, demonstrate the functioning of the architecture through a case study, verifying the coherence between the data collected, the system's processing, and the resulting IEP. Applied in nature and adopting a mixed-methods approach with a sequential design, the study articulated three phases. The first consisted of an integrative review of the Brazilian literature on DT and giftedness. The second phase, divided into two stages, comprised the construction, adaptation, and content validation of four multisource instruments (with calculation of the Content Validity Coefficient and Gwet's AC2), as well as the development of a web platform with a language model that integrates data collection, data triangulation, IEP construction, and DT prescription. The third phase addressed the demonstration of functioning under real conditions of use, through an instrumental case study with an Elementary School student from the municipal public network of Castanhal, Pará. The review results revealed the potential of DT for curricular enrichment but also uncovered a "functional digital illiteracy" affecting both students and teachers. This scenario results in the underuse of these tools, reinforcing the need for a stage prior to DT application: the structured profiling of the student. The instruments constructed and adapted reached content validity indices classified as excellent. As a proof of concept, the case study demonstrated that the architecture can be operationalized, as the instruments captured sufficient information, the system processed it coherently, and the resulting IEP articulated the student's profile, objectives anchored in the BNCC, and the prescription of DT with pedagogical intentionality. We conclude that the architecture developed is capable of structuring individualized planning for gifted students by bringing together validated instruments and a pathway that leads from multisource collection to profile definition and the intentional prescription of Digital Technologies within the IEP.