NEUROLEADERSHIP IN SCHOOL PRINCIPALS' TRAINING: AN INTEGRATIVE REVIEW

Abstract

Contemporary school management faces challenges that go beyond administrative routines, requiring emotional intelligence and relational skills. In this context, Neuroleadership emerges as an innovative proposal, integrating neuroscience with leadership practices. This study aimed to analyze the contributions of Neuroleadership to the training and performance of school principals through an integrative literature review of articles published between 2020 and 2024. Six articles were selected from the CAPES, ERIC and SciELO databases, using the descriptors "neuroscience", "leadership" and "education". The PRISMA protocol guided the selection process, focusing on studies that connect neuroscience and school leadership. The findings highlight benefits such as improved emotional regulation, development of empathy, and the creation of collaborative environments. Limitations include the gap between theory and practice and the lack of continuous training for managers. Neuroleadership shows promise for enhancing the effectiveness of school management when integrated with structured professional development and institutional support for innovation.