Chicas negras en los programas de educación para superdotados. Una revisión de la literatura

Palabras clave: altas capacidades o superdotado/a; educación para superdotados; educación inclusiva; mujer.

Resumen

Las chicas superdotadas y con talento han tenido que enfrentarse históricamente a dificultades y desigualdades en el sistema educativo. Las chicas negras están sometidas a una marginación doble. Investigamos la producción científica sobre la inclusión de las chicas negras en los programas para alumnos superdotados a través de una bibliográfica sistemática. Nuestro objetivo es conocer: (a) los tipos de estudios que publican contenidos sobre la formación de las niñas negras superdotadas; b) los objetivos y modelos teóricos en los que se basan; c) las metodologías y los temas de investigación. La revisión sistemática se ha llevado a cabo en tres idiomas: inglés, portugués y español. Hemos utilizado cinco bases de datos: Scopus, Web of Science, Eric, CAPES y Dialnet. Hemos seleccionado un total de 42 artículos científicos, de los cuales 11 se hallaron en la revisión bibliográfica sistemática, 26 a través del muestreo de bola de nieve, y hemos añadido otros 5 que formaban parte de una base de datos personal del autor que cumplía las especificaciones propuestas para la revisión sistemática. Los resultados más relevantes hallados son: (1) la falta de publicaciones en portugués y español sobre el tema; (2) los significados sobre la educación de las chicas negras superdotadas se construyen socialmente; (3) la teoría crítica de la raza apoya el discurso científico no hegemónico.

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Cómo citar

Baquero Gomide, F., & Ibáñez Garcia , A. (2022). Chicas negras en los programas de educación para superdotados. Una revisión de la literatura. Revista Iberoamericana De Educación, 89(1), 127-145. https://doi.org/10.35362/rie8814842
Publicado
2022-06-30
Sección
Haciendo realidad la inclusión en la escuela: condiciones, desafíos y prácticas
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