In way to all this quarrel if loses a classroom of pupils that needs the same attention its peculiarities and that nor always it is had as a special pupil. According to Colangelo (1991, P. 283) apud Fleith; Alencar (2007, P. 46) the pupils superendowed or with high abilities ' ' they live in a context of ambiguity concerning they themselves and the perception of outros' ' needing an orientation so that in way to a society that costuma not to recognize it can come to deal in adequate way to this estressante situation and to diminish this ambiguity as it affirms the citation the top. They are children who many times are considered neglect, agitated and disinterested for the professors. According to Silverman (1994) apud Fleith, Alencar, (2007, P. 72) case this child does not come to have an adjusted environment to extend its potentialities or to develop a desirable social behavior ' ' it can come to be a risk for the society, therefore its capacity can be dispatches by post the service of ends indesejveis' ' The article will approach in brief way through the vision of some authors as to identify the pupil with high abilities, as better to deal with them in the objective of better working its potentialities and with its families better to understand them. Ahead of the great responsibility that familiar educators and if find the research will try to answer the following question concerning its net of next support: Which is the paper of the council member and of the family in optimum I assist of the superendowed pupil in what it says respect to the partner-emotional aspect? The superendowed one Soon in the first pertaining to school years already if it can identify traces that indicate a possible superendowment. It is in the school that this if becomes more evident, therefore is there that the child if in such a way confrots with its first signals of inadequao the intellectual level how much the partner-emotional level.