A atuação do pedagogo na gestão universitária da Escola Normal Superior : desafios e contribuições do colegiado do curso de Pedagogia

Abstract

The theme of this research is “The Role of the Pedagogue in University Administration at the Higher Normal School: Challenges and Contributions of the Pedagogy Program’s Academic Council.” The central focus of this study is to understand the role of the pedagogue in university administration specifically in the leadership and quality coordination of the Higher Normal School (ENS)/University of the State of Amazonas (UEA) and their contributions to strengthening institutional identity. Specifically, the objectives were to provide a historical overview of the Higher Normal School of the State University of Amazonas; to identify the responsibilities of the Directors and Quality Coordinators of the ENS/UEA as outlined in official documents; and to demonstrate the role of educators in the administration and quality coordination of the ENS/UEA. The theorists whose work supports these arguments are: Estácio (2026); Lück (2009; 2011); Pinto and Zainko (2013); Libâneo (2002); and Azevedo (2020). This study is qualitative and descriptive in nature, employing document analysis as its methodological approach. The data collection instruments consisted of institutional documents and semi-structured interviews conducted via Google Forms. The study was conducted at the Higher Normal School of the State University of Amazonas (ENS/UEA), located in the city of Manaus. The research participants were faculty members who served as Directors and Quality Coordinators at ENS/UEA, with a focus on those with a degree in Education. The collected data were analyzed based on the integration of document analysis, the contributions of administrators through interviews, and theoretical contributions on university management and faculty identity. As a result, it was found that the involvement of educators in management contributed to the strengthening of the Pedagogy program and to the consolidation of ENS/UEA’s institutional identity. This research aims to contribute to the debate on the role of pedagogues in university administration within the context of Bachelor’s degree programs in Pedagogy, with the goal of broadening understanding of faculty involvement in administrative roles and its implications for professional and institutional identity. Keywords: University administration; Deans; Quality coordinators; Educators; Institutional identity.