TECNOLOGIAS DIGITAIS E INCLUSÃO DE ALUNOS COM ALTAS HABILIDADES: A REALIDADE VIRTUAL E A INTELIGÊNCIA ARTIFICIAL COMO RECURSOS PEDAGÓGICOS NA EDUCAÇÃO ESPECIAL

• DOI: https://doi.org/10.22533/at.ed.4211424251113

• Palavras-chave: Inovação Pedagógica. Desenvolvimento Cognitivo. Mediação Tecnológica. Ensino Inclusivo. Políticas Educacionais

• Keywords: Pedagogical Innovation. Cognitive Development. Technological Mediation. Inclusive Education. Educational Policies.

• Abstract: This study investigates the use of Digital Information and Communication Technologies (DICTs), such as Virtual Reality (VR) and Artificial Intelligence (AI), in the inclusion of students with high abilities in school environments. The research contextualizes the advances and challenges in the use of these technologies for personalization and immersion in special education, identifying how the lack of infrastructure and insufficient teacher training impact their application. The main question addresses the inclusive potential of DICTs for this specific group. The general objective is to analyze the effectiveness of these technologies in the inclusive education of high abilities. Under the gifted neoperspectivist paradigm, with theories by Gardner, Gagné, Renzulli and Subotnik, the research adopts the hypothetical-deductive method and conducts a Bibliographic and Documentary Narrative Review. The analysis included 72 works selected from the Scopus, Web of Science and ERIC databases. The main findings indicate that VR and AI personalize learning and promote engagement, although infrastructure challenges and ethical regulations remain as significant barriers. Limitations include the lack of empirical and experimental analysis, restricting inferences about the practical effects of technologies in the long term. The theoretical and empirical contributions highlight the importance of public policies and teacher training, adding value to the theme and to the educational field by proposing solutions for broader and more equitable inclusion.