The study aimed analising expressivities of graduating students of the High School, with the
indicative of High Abilities or Superdotation in context of Mathematical Education, and
specifically, took: 1) identify manifestations of High Abilities or Superdotation in Students of
the High School in intra school enviromment; 2) describe the expressiveness of the High
Habilities or Superdotation in context of Mathematical Education; and, 3) to recognise in
founds, elements which contribute for a comprehension and teacher’s action about the High
Abilities ou Superdotation. It anchored itself in the epistemological bases of the Psychology
(social, cognitive and of the learning); in the fundaments of Mathematical Education; and in
the approaching of the autonarrative qualitative research. It involved six graduating students
of the Basic Education of a state school of the 8th Regional Unit of Education of Castanhal –
SEDUC/PA. In the method, it used itself an investigative questionary, WhatsApp, participant
observation, an interdisciplinar Project, poll test and anamneses. The results pointed in the
narratives Life Histories, and in these, the evidence of several inteligences, this way, all the
participants manifested ability to creat, among them, three with ability to solve problem;
ability to solve problem; for contributing in cultural context. Individually, it identified itself
that, three manifested mathematical-logic inteligence, from them, it stood out itself one with
one interpersonal, intelectual and leadership, and two with intrapersonal intelligence. One
student manifested linguistic intelligence, musical and spatial; one presented interpersonal and
pictorial intelligence; ando ne evidenced pictorial intelligence. From the construction
experience of mathematical statements emerged the Inverse Mathematical Learning, which
intelligences presented themselves in the inverse order of the convetional way from the way
of learning: a) analise (perception, attention, memory), which it was stimulated from one
object, one sentence, image, etc.; b) interpretation (sense, value, assignment), in which
occured the validation about what has been analised; and, c) context (temporal, social,
attitudinal), through the statement. The experience origined reflections about the necessity of
changing in the teacher’s practice, from the indicators: teacher’s stare in the spectro of
intelligences; curiousity, autoconfidence and reflection in and about the teacher’s practice;
and, teacher’s purpose. If they are developed efetivelly these aspects will become enriching of
the teacher’s practicing in and to the inclusion.
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