LEARNING TO PARTICIPATE: A SYSTEMATIC ANALYSIS OF THE LITERATURE ON TRAINING OF SCHOOL COUNCIL MEMBERS

Abstract

This article sought to analyze the national scientific production on the training of school council members in Brazil, with a focus on the methodological strategies employed in the training processes of the segments that make up School Councils in public Basic Education institutions. Methodologically, a Systematic Literature Review was conducted based on the propositions of Kitchenham and Charters (2007) and Coelho and Bittencourt (2020), within the scope of an ongoing research project in the Graduate Program in Innovation in Educational Technologies at the Federal University of Rio Grande do Norte. The results highlight the recognition of the School Council as a strategic instance of democratic management, exercising consultative, deliberative, supervisory, and mobilizing functions in the school context. However, the analysis of the studies revealed significant gaps in the field of continuing education for council members, especially regarding the practical application of constructed knowledge and the approach to attitudinal content. Furthermore, the absence of investigations using active methodologies, particularly Problem-Based Learning, as a training strategy was observed. It is concluded that there is a need for innovative training actions that promote the protagonism of school council members and strengthen their critical, participatory, and transformative role in consolidating democratic management in public schools.