Perceptions of teachers from Brazil and the United States regarding creativity of gifted students: Contributions from Vygotsky

Some scientific research shows that we still need to address the limitations when it comes to developing creativity in educational practices aimed at gifted students. Despite the recognition that creativity provides the well-being of all those involved in the teaching-learning process, teachers do not always focus their attention on the development of creativity and of imagination of gifted students in the school context. In this regard, this article seeks to point out the perceptions of Brazilian and American teachers on the development of creativity in the education of gifted students, presenting social interactionism of Vygotsky in order to identify, from his theory, ways to develop this phenomenon when teaching these students.