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RESUMO: Trata-se de um relato de experiência vinculada à experiência profissional e acadêmica no Amentúrate Programa de Mentorias Universitárias. Programa do departamento de Educação da Universidade da Cantábria - UC ? Santander ? Espanha, que oferece a estudantes dos anos finais do ensino fundamental ou ensino médio com altas habilidades ou superdotação ? AH/SD, uma experiência de mentoria universitária. A mentoria é entendida como uma relação didática, relativamente estável ao longo do tempo, entre um mentor experiente (professor) e um mentee (pupilo,estudante AH/SD) menos experiente. O programa está no seu quarto ano de funcionamento e já atendeu mais de 90 estudantes da região. Destacamos a importância do Relato de Experiência ? RE, como mais uma possibilidade de criação de narrativa científica, especialmente no campo das pesquisas capazes de englobar processos e produções subjetivas, como é o caso da psicologia. Nesse sentido, e considerando que essa experiência compõe uma trajetória acadêmica de uma doutoranda, foi possível identificar a repetição de um discurso científico sobre a educação de superdotados, no que se refere a quatro questões: a) dificuldade em nomear e conceituar o fenômeno; b) maior participação masculina no programa; c) pouca ou nenhuma participação de estrangeiros como latinos ou africanos no programa e (d) estratégias educativas mais desafiadoras, complexas e que promovam a autonomia dos estudantes. Essas questões nos colocam frente a barreiras sociais e ideológicas, como o sexismo, o racismo e o classicismo que interferem no bem-estar e na qualidade de vida da pessoa superdotada. A invisibilidade de mulheres com AH/SD em programas de desenvolvimento de talentos nos provoca a questionar: por onde andam essas mulheres? ABSTRACT: This is an experience report linked to professional and academic experience in the Amentúrate University Mentorship Program. Program of the Department of Education at the University of Cantabria - UC ? Santander ? Spain, which offers gifted students in the final years of elementary school or high school a mentoring experience at the university. Mentoring is understood as a didactic relationship, relatively stable over time, between an experienced mentor (teacher) and a less experienced mentee (gifted student). The program is in its fourth year of operation and has already served more than 90 students in the region. We highlight the importance of the Experience Report, as one more possibility of creating a scientific narrative, especially in the field of research capable of encompassing subjective processes and productions, as is the case of psychology. In this sense, and considering that, this experience makes up the academic trajectory of a doctoral student, it was possible to identify the repetition of a scientific discourse on gifted education, with regard to four issues: a) difficulty in naming and conceptualizing the phenomenon; b) greater male participation in the program; c) little or no participation of foreigners such as Latinos or Africans in the program and (d) more challenging, complex educational strategies that promote student autonomy. These issues place us in the face of social and ideological barriers, such as sexism, racism and classicism that interfere with the well-being and quality of life of gifted people. The invisibility of gifted women in talent development programs makes us a question: where are these women?

RESUMEN: Los estudios que investigan Inteligencia Emocional en alumnos con altas capacidades son escasos y presentan resultados contradictorios. Algunas investigaciones consideran que los estudiantes con altas capacidades son grupos vulnerables y, según algunos informes, están más involucrados en situaciones de acoso como víctimas y/o acosadores (Casino-Garcia et al., 2019). Los diferentes modelos de vulnerabilidad muestran la importancia de identificar no sólo los factores de riesgo, sino también los factores de protección que permiten diseñar intervenciones preventivas más eficaces (Ezpeleta, 2005). Dentro de esta perspectiva, este trabajo presenta los resultados de la aplicación del cuestionario de Inteligencia Emocional TMSS-24 en una población de estudiantes con altas capacidades. Cabe señalar que estos resultados forman parte de una investigación más amplia que investiga la calidad de vida y el apoyo social percibido de jóvenes (de entre 12 y 17 años) con altas capacidades que participan en Amentúrate, un programa de mentorías realizado en la Universidad de Cantabria. En este sentido, los datos y reflexiones aquí publicados deben entenderse como parciales y son iniciativas exploratorias para comprender el universo de este alumnado en la región Cántabra. Los resultados mostraron que los participantes presentaban, en general, una buena Inteligencia Emocional. En relación con las diferencias de género, no se encontraron diferencias significativas, pero destaca que las chicas obtuvieron mejores puntuaciones que los chicos en cuanto a la claridad de sus sentimientos y a la capacidad de reparación sobre los mismos. Para terminar, se discuten los resultados, se proponen aportes teóricos y prácticos a la literatura y se sugieren implicaciones para padres y docentes. ABSTRACT: There are few studies researching the Emotional Intelligence of gifted students and their results are contradictory. Some researchers consider that gifted students are vulnerable and, according to some reports, are more involved in bullying situations as victims and/or bullies (Casino-Garcia et al., 2019). The different vulnerability models show the importance of identifying not only the risk factors, but also the protective factors that allow the design of more effective preventive interventions (Ezpeleta, 2005). From this perspective, this paper presents the results of the administration of the TMSS-24 Emotional Intelligence questionnaire in a population of gifted students. It should be noted that these results are part of a broader research where we assess the quality of life and perceived social support of gifted students (between 12 and 17 years old) who participate in Amentúrate, a mentoring program carried out at the University of Cantabria. Thus, the data and reflections showed must be understood as partial and exploratory initiatives to understand gifted students in the Cantabrian region. The results revealed that pour participants have, in general, a good Emotional Intelligence. In relation to gender differences, no significant differences were found, but it stands out that the girls obtained higher scores than the boys in terms of the clarity of their feelings and the ability to repair them. Finally, the results are discussed, theoretical and practical contributions to the literature are proposed, and implications for parents and teachers are suggested.

Amentúrate es una iniciativa desarrollada por la Facultad de Educación de la Universidad de Cantabria con el apoyo de la Consejería de Educación y la Asociación Cántabra de Apoyo a las Altas Capacidades (ACAACI). El eje central de su actividad gira en torno a procesos de mentoría entre profesorado e investigadores de la UC y alumnado con altas capacidades preuniversitario. La finalidad de este programa es que toda la comunidad educativa, las familias y alumnos preuniversitarios con altas capacidades puedan participar en actividades científicas que se realizan en la Universidad y que promueven su enriquecimiento cognitivo, socioafectivo y creativo, y que incentivan sus vocaciones científicas, humanísticas, tecnológicas o artísticas por medio de la experimentación. Al mismo tiempo es un programa que sensibiliza en la comprensión actual de las altas capacidades y evalúa los impactos personales que las mentorías, como actuación educativa de éxito, tiene para este alumnado. Finalizada la III edición del programa este año 2021 podemos decir que la experiencia, incluso en su modalidad virtual por situación de pandemia, ha sido satisfactoria. Concretamente, destacamos los siguientes aspectos positivos: (1) se ha ayudado a cubrir necesidades de partida a nivel individual y familiar; (2) se ha divulgado el proyecto a la comunidad con su alta participación en actividades promovidas por la UCC+i; y (3) se ha apoyado la igualdad de género en el mundo científico, promoviendo la paridad de género entre mentores y mentoras participantes, así como en el acceso de los jóvenes al programa. Amentúrate is an initiative developed by the Faculty of Education of the University of Cantabria with the support of the Regional Ministry of Education and the Cantabrian Association for the Support of High Abilities (ACAACI). The central axis of its activity revolves around mentoring processes between teachers and researchers of the University of Cantabria and students with high pre-university abilities. The purpose of this program is that the entire educational community, families and pre-university students with high abilities can participate in scientific activities carried out at the University that promote their cognitive, socio-affective and creative enrichment, and that encourage their scientific, humanistic, technological or artistic vocations through experimentation. At the same time, it is a program that raises awareness of the current understanding of high abilities and evaluates the personal impact that mentoring, as a successful educational action, has for these students. At the end of the III edition of the program this year 2021, we can say that the experience, even in its virtual modality due to the pandemic situation, has been satisfactory. Specifically, we highlight the following positive aspects: (1) it has helped to cover initial needs at the individual and family level; (2) the project has been disseminated to the community with its high participation in activities promoted by the UCC+i; and (3) it has supported gender equality in the scientific world, promoting gender parity among participating mentors, as well as in the access of young people to the program.