A trajetória histórica do curso de pedagogia da Escola Normal Superior da Universidade do Estado do Amazonas: relatos de uma produtividade acadêmica

Abstract

The research presents the historical trajectory of the Pedagogy Course at the Higher Normal School of the University of the State of Amazonas (ENS/UEA), from its creation as a Higher Normal Course in 2001 to its consolidation and current developments. Motivated by the lack of institutional records on the course's history , the study aimed to recover its history through documentary analysis, recover significant moments recorded in institutional documents, social media, and photographic archives, and understand, through interviews and roundtable discussions, the perceptions of coordinators, teachers, students, and graduates about the resistance, persistence, and advances experienced throughout this journey. Qualitative research was adopted, with documentary analysis of Pedagogical Projects, Resolutions, Ordinances, Lattes Curricula, and other institutional records, in addition to interviews and roundtable discussions with classes from/at ENS/UEA.The results highlight the relevance of the course for the initial and continuing training of teachers in Amazonas; they also highlight the diversity of offerings derived from Pedagogy, such as PARFOR, Intercultural Pedagogy, and Rural Pedagogy, in addition to Lato and Stricto Sensu courses. The timeline constructed revealed the management of coordination between 2001 and 2025, as well as the challenges faced in each period, including resistance to curricular changes imposed by the 2019 National Curriculum Guidelines. The study identified significant advances, such as the expansion of physical spaces, the strengthening of research and extension, the increase in scholarships, and greater student participation in practical activities. It concludes that historicizing the course allows us to understand its contribution to the constitution of teaching identity and to the educational development of the state, in addition to highlighting the importance of recording institutional experiences to preserve academic memory and project future training paths. Keywords: Pedagogy, Historical trajectory, insistence, resistance, and advances.