Abstract

The article reveals the treatment to the insufficiencies about the attention to the talent, to constitute this a special educational necessity, at the same time that their foundation becomes problematic epistemology. The persistence of such a limitation is cause of pedagogic incomprehension of the diversity of the students in the intellectual plane, what generates insufficience in the modifiability and diversification of the strategies for its educational attention. In consequence, the experience of the case Cuba is socialized about the theoretical structuring of one pedagogic conception, its content was modeled it articulates the definition of the concept of verbal talent, the levels of formation of this, the primary scholar's characterization psychopedagogic with verbal talent, the premises that address the stimulation process and the principle of the pedagogic combination of the acceleration and the enrichment; all that which is introduced in the educational practice by the teacher by means of a pedagogic strategy. In the investigation it was used as fundamental method the study of cases that integrates the longitudinal analysis of the behavior of the stimulation process in a unique sample of Cuban scholars among the years 2007 and 2013. The contributions to the pedagogic theory are obtained of the interpretation hermeneutic of the evidences analyzed in the traverse cuts of the qualitative study of whose dialectical ascent subjected theoretical generalizations settle down to the critical analysis of teachers and experts of the scientific community. The most significant results reside in the continuous improvement of the formation of educational for the diagnosis, the stimulation and the evaluation of the talent, and the gradual traffic of the scholars of the sample for the levels of formation of the talent settled down in the investigation.