O pedagogo no ensino superior : entre resistências e avanços na coordenação do curso de pedagogia ENS/UEA

Abstract

The theme of this research is The Educator in Higher Education: Between Resistance and Progress in the Coordination of the Pedagogy Program at ENS/UEA. The central focus of this study is to analyze the resistance and progress experienced by pedagogues in the Coordination of the Pedagogy Program at the Escola Normal Superior/UEA since its inception, understanding their contributions to the consolidation of the program’s identity and trajectory. Specifically, the objectives were to contextualize the trajectory of the Pedagogy program in Brazil and its influence on the Escola Normal Superior/UEA; to examine the changes in the program’s Pedagogical Projects and their relationship to the Educational Guidelines in effect during each period; to identify the Coordinators and Assistant Coordinators who have served in the Pedagogy Program since its inception as the Higher Normal School; and to analyze the experiences, memories, challenges, and achievements of the coordinating educators throughout the program’s historical trajectory. The theorists who support our arguments are: Saviani (2020, 2013), Ribeiro (2007), Castro (2003) e Oliveira and Costa (2026). This was a qualitative and descriptive study that employed document analysis and interviews conducted via Google Forms with the current and former coordinators of the Higher Normal Course and the Pedagogy Program at the State University of Amazonas, in order to understand how changes to the program occurred. The research setting was the Higher Normal School (ENS/UEA) located in the city of Manaus, Amazonas. The participants were faculty members who served on the coordinating committees for the Higher Normal School and Pedagogy programs since the establishment of the Higher Normal School/UEA in 2001. This research aims to contribute to the debate on the role of coordinators in the Pedagogy Teacher Education Program. It is concluded that this study highlights the program’s trajectory, marked by significant transformations resulting from Brazilian educational policies, as well as undocumented challenges and advances revealed during the interviews. Keywords: Coordination; Teacher Education Program; Teacher Training Program; Historical Development.