Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that education professionals reflect and become aware of the importance of creativity in education. The method of this research was based on national and international studies which focused on the area of High Abilities/Giftedness and creativity in the school context. The conclusion is that the development of creativity depends on a good teacher education in preparing activities that arouse curiosity and interest of each gifted, enabling the student creative and independent, investigative and critical thinking. Furthermore, teachers should provide new opportunities of reflection on the process of teaching and learning.

At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.

This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought and language. It is the highest expression of subjectivity (Vygotsky, 2010). According to Piagetian theory, Stoltz (2013) points out that although the source of creativity is a mystery to Piaget, it manifests itself doubly: in the construction of knowledge structures and construction of real or structure and cognitive functioning. The method of this research is a bibliographic study of the area of high ability/giftedness, the cultural-historical theory of Vygotsky and Piaget's genetic epistemology. We conclude that for Vygotsky (2008) as well as for Piaget (1968) the environment has essential importance to the development of creative potential. In the environment the child has his/her experiences that stimulate curiosity, desire to learn, fantasy and imagination. The teacher should enable gifted students to share their high abilities with their couple performing challenging activities in a stimulating and responsive environment.

The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher's mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students.

Inclusion of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the inclusion of these children could mean an important progress for science in various fields of knowledge. But many schools are still not prepared to attend gifted, and without even realizing it, they have exclusive and discouraging educational practices for attending these students. In this sense, this research aims to emphasize the importance of good teacher training for developing creativity of gifted students at school. The method of this research was based on a study of national and international bibliographic researches focused on the area of High Abilities /Giftedness, inclusive education and Creativity. It is concluded that the inclusion of gifted students depends on a good teacher work developing creativity during their classes. The teacher as a principal mediator of the teaching-learning process should provide creative educational practices emphasizing artistic activities such as painting, drawings, theater among other practices for attending gifted children. Only in this way can these students develop their curiosity and desire to attend classes at school.

This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to escape from school for not having reason to attend it. According to Piaget's theory, the process of creation and of new discoveries is being driven by affection. The creation itself is the result of the interaction and balance between assimilation and accommodation, thus representing a new adaptation, which integrates the affective and cognitive aspect. The process of imagination, creation, invention toward new discoveries depends on how the school performs the necessary referrals for a stimulating environment of creativity. In this sense, we should always rely on the support of a team of professionals prepared to offer a quality education that aims a full human development.

Escrito num tom vigoroso e em cores dinâmicas, este livro não é apenas mais um livro sobre o desenvolvimento social, emocional e criativo dos dotados, mas um conjunto de pontos de vista atentos e teoricamente fundamentados através dos quais podemos olhar para este tema apaixonante de uma forma diferente.

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