TEACHER COLLABORATION IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW ON PRACTICES MEDIATED BY PROJECT-BASED LEARNING

Abstract

This article analyzes how teacher collaboration has been addressed in the literature on Project-Based Learning (PBL), through a Systematic Literature Review (SLR) conducted following the PRISMA protocol. The investigation was guided by the following question: how is teacher collaboration described, enabled, and limited in studies on PBL implementation in formal education settings? Searches were carried out in five national and international databases between January 2021 and May 2025, resulting in a final corpus of seven studies. Thematic analysis revealed that collaboration manifests unevenly across the domains analyzed: present in planning, partial in execution, and practically absent in assessment. The results indicate that its emergence depends on deliberate institutional conditions, such as protected time and committed pedagogical leadership, without which teacher isolation persists as the norm. The findings point to a relevant gap: the absence of empirical investigations into these conditions, particularly within Brazilian vocational and technical education.