STATE OF KNOWLEDGE REGARDING THE PERCEPTION OF SCHOOL SUPPORT STAFF TURNOVER BY PEDAGOGICAL MANAGEMENT: BONDS, RETENTION, AND GAPS

Abstract

This study aimed to map the evidence in the literature regarding the perspective of pedagogical management on the turnover of inclusion support staff in the early years of elementary education. Methodologically, the PICo (Population, Interest, and Context) strategy was used for searches conducted across four databases—ERIC, Scopus, Science Direct, and SciELO—in addition to exploring grey literature via the Digital Library of Theses and Dissertations (BDTD) and the CAPES Journal Portal. Inclusion criteria focused on studies published between 2015 and 2025 that addressed the professional relationship and retention of these staff members from the viewpoint of pedagogical coordination. The results revealed an absence of articles meeting all the established criteria, highlighting a significant scientific gap. It is concluded that, while the literature discusses the roles and training of inclusion support staff, the subjective experience regarding the discontinuity of their service remains unexplored; this underscores both the originality and the urgency of empirical research on this topic from the perspective of pedagogical management.