Teaching And Learning Centers In Engineering Education: A Systematic Literature Review

Engineering education is undergoing a period of competencyoriented curricular transformation, formalized in Brazil by the 2019 National Curricular Guidelines.This transformation requires institutional capacity to support faculty transition, an area where Teaching and Learning Centers (TLCs) have consolidated internationally.This paper systematizes the state of the art of literature on TLCs through a systematic review (PRISMA 2020) of 61 articles indexed in Scopus and Web of Science between 2015 and 2026.We combine bibliometric analysis along five dimensions using Bibliometrix in R with thematic content analysis (Bardin, 2011), identifying seven substantive categories.Findings show a consolidating field organized around three dominant axes: faculty development (97%), organizational structures (84%) and challenges (64%); with two significant gaps: competency-oriented curriculum reform (12%) and engineering-specific initiatives (7%).The intersection between these two gaps is occupied by only two articles in the corpus.The discussion articulates implications for Brazilian engineering schools and identifies context-specific TLC adaptations as candidate institutional models to mediate between curricular regulation and faculty practice.