摘要：O baixo quantitativo de indicação de alunos com altas habilidades/superdotação apontado pelos professores de um Município da periferia do Rio de Janeiro motivou a investigação das possíveis dificuldades encontradas pelos professores nesse processo. Os sujeitos desta pesquisa são 52 professores divididos em dois grupos: 26 professores que indicaram alunos para o programa de alunos com altas habilidades/ superdotação da Secretaria Municipal de Educação desse Município (grupo 1), e 26 professores que não indicaram alunos (grupo 2). Os fatores utilizados nesta pesquisa foram: (a) perfil sociodemográfico dos respondentes; (b) levantamento de possíveis elementos da representação social desse professor por meio dos termos indutores: altas habilidades/superdotação e educação especial; (c) três dilemas baseados na teoria de julgamento moral e nos mitos referentes a altas habilidades/superdotação. conclui-se que, em ambos os grupos, há fortes indícios de que os mitos acerca das altas habilidades/superdotação influenciam a indicação/não indicação desses alunos, e que esses mitos devem ser discutidos junto aos professores de modo a facilitar a indicação
其他摘要：The low quantitative of high abilities/highly gifted pupils indication carried through by the teachers of a peripheral city in Rio de Janeiro is investigated in this work with the objective of verifying the difficulties found by the teacher in this process. Despite the quantitative of schools that directed pupils for the program it has been low through the evaluations evidences that the orientations worked, throughout the qualifications on the subject had favoured the identification of these pupils. The subjects of this research are constituted by the respondent professors who had participated in the program attendance implantation in Dc and are divided in the research in two groups: 26 teachers who had indicated pupils for the program (group 1) and 26 professors who had not indicated pupils (group 2). The instruments applied in this research were: (a) demographic profile of the respondents, what segment they teach, how long they have teaching and their age; b) a survey of the possible elements of the social representation of this teacher through the inductive terms: high abilities/highly gifted and special education; (c) three quandaries based on the theory of moral judgment and on myths refering to the high abilities/highly gifted. Thus, there were strong indications that the myths about the high abilities/highly gifted influence the indication/not indication of these pupils and that these myths must be worked next to the teachers in order to facilitate the indication and to extend their knowledge concerning this subject.
